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Professor Chiu Ming Ming
Associate Professor. BS (Columbia), M Ed (Harvard), Ph D (UC Berkeley).
Tel: 2609-6751
E-mail: mingming@cuhk.edu.hk

National Academy of Education post-doctoral fellow. McDonnell Foundation post-doctoral fellow at UCLA. Taught at all levels from pre-school to graduate school. Courses include: Cognitive processes and Problem solving.

  • Learning in groups

  • Large scale international comparisons

  • Analyses of complex data

  1. Chiu, M. M., & Khoo, L. (2005). Effects of resources, distribution inequality, and privileged bias on achievement: Country, school, and student level analyses. American Educational Research Journal, 42, 575-603.

  2. Chiu, M. M., & Khoo, L. (in press). Conflict between cooperative and competitive goals during group problem solving: Evaluations, group solutions and perceived leadership. Human Communication Research.

  3. Chiu, M. M., & Khoo, L. (2005). A new method for analyzing sequential processes: Dynamic multi-level analysis. Small Group Research, 36, 600-631.

  4. Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time-on-task. American Educational Research Journal, 41, 365-399.

  5. Chiu, M. M., and Khoo, L. (2003). Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions? Journal of Educational Psychology, 95, 506-523.

  6. Chiu, M.M., and Kessel, C., Moschovich, J. & Munoz, A. (2001). Learning to graph linear functions: A case study of conceptual change. Cognition and Instruction, 19, 2, 215-252.

  7. Chiu, M. M. (2000). Status effects on solutions, leadership, and evaluations during group problem solving. Sociology of Education, 73, 3, 175-195.

  8. Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions. Journal for the Theory of Social Behavior 30, 1, 27-50.

  9. Gutierrez, K. D., Baquedano-Lopez, P., Alvarez, H. H., & Chiu, M. M. (1999). Building a culture of collaboration through hybrid language practices. Theory into Practice, 38, 2, 87-93.

  10. Chiu, M. M. (1996). Exploring the origins, uses and interactions of student intuitions. Journal for Research in Mathematics Education, 27, 4, 478-504.

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