Dr. WAN Wai-yan, Sally

CertEd (HKIEd), BEd, MEd (HKU), EdD (Nottingham), PCAdvEdStud, MEd (HKU), CFP (EDB)

Professional Consultant
Dr. WAN Wai-yan, Sally

Dr. WAN Wai-yan, Sally

Professional Consultant

CKB 608C
3943 3747


Website
Introduction
Dr. Wan served as a teacher, English panel head, department head and curriculum officer in a primary school and a through-train school in Hong Kong. She actively initiates and participates in a range of international collaboration curriculum projects with schools and universities in Spain, Mexico and Singapore. Courses taught include principles of curriculum and instructional design, curricular strategies for tackling individual differences, curriculum leadership, and assessment and evaluation.
Research Areas
Curriculum and pedagogy, educational leadership and development, teacher education and growth
Selected Publications
Journal Papers
  1. Wan, S. W. Y., Leung, S., Yuen, S. Y., & Leung, C. C. Y. (2023). Swimming with crocodiles: understanding Hong Kong teachers’ experiences of implementing differentiated instruction through a school-university partnership programme. Journal of Education for Teaching, 1-5. DOI: 10.1080/02607476.2023.2205829 [OnlineFirst] [SSCI; IF=4.140]
  2. Pan, C. S., Leung, S. K. Y., & Wan, S. W. Y. (2023) Unlocking emotional aspects of kindergarten teachers’ professional identity through photovoice. Education Sciences, 13. DOI: 10.3390/educsci13040342 [ESCI; IF=2.92]
  3. Wan, S. W. Y., & Leung, S. (2022). Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership. Cambridge Journal of Education, 52(1), 91-116. DOI: 10.1080/0305764X.2021.1946484 [SSCI; IF=2.207]
  4. Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (2022). Teachers’ perceptions and practices of differentiated instruction: Translation and cross-cultural validation of differentiated instruction questionnaire in Hong Kong. International Journal of Educational Research, 115, 102044. DOI:10.1016/j.ijer.2022.102044 [SSCI; IF=1.976]
  5. Orchard, J., Williams, A., Christopher, K., McKeown, S., Jackson-Royal, R., Wright, K., Wan, S. W. Y., & Davids, N. (2021). Knowledge exchange, intergroup relations and ‘sharing space’: a community of enquiry for the professional development of teachers of religion and worldviews. British Journal of Religious Education, 43(3), 265-277. [SSCI; IF=1.306]
  6. Wan, S. W. Y., Chu, C. K. W., Cheng, A. H. H., Hui, E. S. Y., Fung, K. C. K., & Yu, H. H. W. (2021). “Getting ready to teach”: using photovoice within a collaborative action research project. Journal of Education for Teaching, 47(1), 125-130. [SSCI; IF=1.483]
  7. Leung, S., Wan, S. W. Y., Orchard, J., & Davids, N. (2020). Consolidating pre-service teachers’ metacognition of online dialogue through visual methods: a Hong Kong case study. Journal of Education for Teaching, 46(5), 693-696. [SSCI; IF=1.483]
  8. Wan, S. W. Y., Tse, Y. S., Tsang, W. K., Lee, T. W. K., Wong, Y. Y., Wan, A. W. T., & Wan, W. P. E. (2020). ‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school. Educational Management Administration & Leadership, 48(1), 133-163. DOI: 10.1177/1741143218792910.
  9. Wan, S. W. Y., Law, E. H. F., & Chan, K. K. (2018). Teachers’ perception of distributed leadership in Hong Kong primary schools. School Leadership & Management, 38(1), 102-141. DOI: 10.1080/13632434.2017.1371689.
  10. Wan, S. W. Y. (2017). Differentiated instruction: Are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, ​23(3), ​284-311. DOI: 10.1080/13540602.2016.1204289.
  11. Wan, S. W. Y.  (2016). Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs. Teachers and Teaching: Theory and Practice, 22(2), 148-176. DOI:10.1080/13540602.2015.1055435 (SSCI journal)
  12. Law, E.H.F., Lee, J.C.K., Wan, S.W.Y., Ko, J.Y.O., & Futoshi, H. (2013). The influence of the leadership styles on teacher communication-networking in subject teams: a Hong Kong perspective. International Journal of Leadership in Education, 17(1), 40-61.
  13. Wan, S.W.Y., Lam, P.H.C., Ortiz, R.E., & Tan, Y.H. (2011). An exploratory study of teachers' perceptions of international collaboration for knowledge building. Information, Technology and Education Change (ITEC) eJournal, 1. Available online.
  14. Law, E.H.F., Wan, S.W.Y., Galton, M., & Lee, J.C.K (2010). Managing School Based Curriculum Innovations: A Hong Kong Case Study. Curriculum Journal, 21(3). 313-332.
  15. Law, E.H.F., Galton, M., & Wan, S.W.Y.  (2010). Distributed Curriculum Leadership in Action: A Hong Kong Case Study. Educational Management Administration and Leadership, 38(3), May, 286-303.
  16. Wan, S.W.Y., & Lam, P.H.C. (2009). Views on the Use of Knowledge Forum: Hong Kong Primary Students' Perspectives. International Journal of Learning, 16(8), 23-32.
  17. Wan, S.W.Y. (2007). Hong Kong Primary School Teachers' Perceived Needs in Continuing Professional Development. The International Journal of Interdisciplinary Social Sciences, 2(2), 103-111.
  18. Law, E.H.F., Galton, M., & Wan, S.W.Y. (2007). Developing Teacher Curriculum Leadership: Hong Kong Perspectives. Asia-Pacific Journal of Teacher Education, 35(2),143-159.
  19. Law, E.H.F., & Wan, S.W.Y.  (2006). Developing Curriculum Leadership in a Primary School: A Hong Kong Case Study. Curriculum and Teaching, 21(2), 61-90.

Book Chapters
  1. Wan, S. W. Y. (2023). Conclusion: Passion, action, collaboration, and reflection: Imperatives insights for teacher collectives. In M. Impedovo, K. Ferreira-Meyers, & N. Inoue, N. (Eds.), Creating a teacher collective: professional development within the group, the community, and the network (pp. 165-173). Lanham, Maryland: Rowman & Littlefield.
  2. Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (in press). Differentiated instruction in practice: Hong Kong teachers’ experience in participating in a professional development program. In V. Letzel & M. Pozas (Eds.), DI around the world: exploring differentiation instructional practice in general school education. New York: Waxmann.
  3. Wan, S. W. Y. (2020). Differentiated instruction in the Chinese societies. In M. Peters, & R. Heraud (Eds.). Encyclopedia of Educational Innovations. Singapore: Springer Nature. DOI: https://doi.org/10.1007/978-981-13-2262-4_3-1
  4. Orchard, J., & Wan, S. W. Y. (2020). Philosophy, critical reflection and the development of teacher leadership in teacher education: East meets West. In M. Peters (Ed.). Encyclopedia of Teacher Education. Singapore: Springer Nature. DOI: https://doi.org/10.1007/978-981-13-1179-6
  5. Wan, S. W. Y. (2019). Using computer-supported collaborative learning (CSCL) for global curriculum inquiry: A case study in Hong Kong. In K. Lund, G. P. Niccolai, E. Lavoué, C. H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 921-922). Lyon: International Society of the Learning Sciences.
  6. Vogel, F., Jeong, H., Yoon, S., Håklev, S., Guillain, L. V., Abassi, N. G., Wan, S. W. Y., Wan, S. W. S., Radkowitsch, A., Fischer, F., & Hmelo-Silver, C. (2019). Understanding CSCL Through the Lens of Research Syntheses. In K. Lund, G. P. Niccolai, E. Lavoué, C. H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 783-790). Lyon: International Society of the Learning Sciences.
  7. Wan, S. W. Y. (2017). Inquiring Hong Kong undergraduate students' environmental attitudes and behaviors. In M. Y. Merrill, Y. Chang, M. S. Islam, P. Burkhardt-Holm, & C. H. Chang (Eds.). Education and Sustainability: Paradigms, Policies and Practices in Asia (pp. 213-231). London: Routledge.
  8. Wan, S. W. Y. (2017). Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective. In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.). Search and Research: Teacher Education for Contemporary Contexts (pp. 73-100). Salamanca: Ediciones Universidad de Salamanca.
  9. Wan, S. W. Y., & Karadag, R. (2017). Prospective teachers’ teaching beliefs about differentiated instruction in Hong Kong and Turkey. In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.). Search and Research: Teacher Education for Contemporary Contexts (pp. 823-835). Salamanca: Ediciones Universidad de Salamanca.​
  10. Wan, S.W.Y. (2015). Prospective teachers' readiness for teacher leadership in Hong Kong. In D. Garbett, & A. Ovens (Eds.). Teaching for Tomorrow Today (pp. 330-341). Auckland: Edify Ltd.
  11. Wu, C.K.Y. Wan, S.W.Y., & Wong, Y.Y. (2015). Exploring Hong Kong secondary teachers' teaching beliefs on differentiated instruction. In D. Garbett, & A. Ovens (Eds.). Teaching for Tomorrow Today (pp. 158-168). Auckland: Edify Ltd.
  12. Wan, S.W.Y. (2013). Hong Kong teachers’ professional development. In E.H.F. Law & C. Li (Eds.). Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China (pp. 493-508). Rotterdam: SENSE.
  13. Wan, S.W.Y., & Wan, E.W.P. (2013). Teachers’ use of differentiation strategies in the Hong Kong classrooms. In E.H.F. Law & C. Li (Eds.). Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China (pp. 291-303). Rotterdam: SENSE.
  14. Law, E.H.F., Jan Van Den Akker, & Wan, S.W.Y.(2010). Implementation of a School-based Curriculum Development Project in Hong Kong. In E.H.F. Law & Nieveen, N. (Eds.). Schools as Curriculum Agencies. Rotterdam: Sense.
  15. Law, E.H.F., & Wan, S.W.Y. (2008). Impact of a school-based curriculum leadership innovation upon teachers and pupils: a case study in Hong Kong. In J. Lee, L. Lo, & L. P. Shiu (Eds). Developing Teachers and Developing Schools in Changing Contexts. Hong Kong: Chinese University Press.

Conference Papers
  1. Wan, S. W. Y., Leung, S., Cheng, J., Fung, G., Ho, H., Chan, A., Tin, C., & So, A. (2023, July 15). From digital storytelling to collaborative concept mapping: Prospective teachers co-constructing knowledge for professional vision. Poster presented at the BELMAS Annual Conference, Belfast, N. Ireland.
  2. Lam, P. H., Lin, M. H., Law, Y. M., Chan, K. K. Y., & Wan, S. W. Y. (2023, July 15). A phenomenographic study of curriculum leadership in secondary schools: From Hong Kong in-service teachers’ perspectives. Paper presented at the BELMAS Annual Conference, Belfast, N. Ireland.
  3. Wan, S. W. Y., & Orchard, J. (2023, June 3). Going global. In J. Orchard (Chair), Challenges Facing Moral Education in Teacher Education: Perspectives from the Asian-Pacific Region. 17th Annual Conference of the Asia-Pacific Network for Moral Education, Joetsu University of Education, Joetsu, Japan.
  4. Wan, S. W. Y., Leung, S., & Orchard, J. (2023, May 20). Global dialogues as transformative pedagogy: Preparing Hong Kong teachers for global education. Poster presented at the Centre for Information Technology in Education Research Symposium 2023 (CITERS 2023), The University of Hong Kong, Hong Kong SAR.
  5. Tsui, K., & Wan, S. W. Y. (2023, May 20). Differentiated Chinese reading instruction using learning analytics approach: Action research through a school-university partnership. Poster presented at the Centre for Information Technology in Education Research Symposium 2023 (CITERS 2023), The University of Hong Kong, Hong Kong SAR.
  6. Wan, S. W. Y., Leung, S., & Orchard, J. (2023, May 18). Global dialogues as transformative pedagogy for climate change education: A Hong Kong case study. Paper presented at the International Conference on Learning and Teaching for Future Readiness (ICLT) 2023, The Education University of Hong Kong, Hong Kong SAR.
  7. Tsui, K., & Wan, S. W. Y. (2023, May 18). Learning Chinese Language reading: From Hong Kong secondary school students’ perspectives. Paper presented at the International Conference on Learning and Teaching for Future Readiness (ICLT) 2023, The Education University of Hong Kong, Hong Kong SAR.
  8. Wan, S. W. Y., Leung, S., Hui, E., Cheng, A., Orchard, J., Davids, N., & Lam, A. (2023, May 5). Hong Kong prospective teachers’ positioning: Experiences and challenges in global dialogues. Paper presented at the AERA Annual Meeting 2023, Chicago, USA. [Virtual]
  9. Tsui, K., & Wan, S. W. Y. (2023, May 5). Teaching Chinese-Language reading: From Hong Kong secondary school students’ and teachers’ perspectives. Paper presented at the AERA Annual Meeting 2023, Chicago, USA. [Virtual]
  10. Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (2023, May 4). Conceptions of differentiated instruction: A phenomenographic study of primary school teachers in Hong Kong. Paper presented at the AERA Annual Meeting 2023, Chicago, USA. [Virtual]
  11. Leung, C. C. Y., Yuen, S. Y., & Wan, S. W. Y. (2023, May 4). The profiles of Chinese secondary school teachers’ beliefs and practices of differentiated instruction. Paper presented at the AERA Annual Meeting 2023, Chicago, USA. [Virtual]
  12. Wan, S. W. Y., Leung, S., Hui, E., Orchard, J., Brown, J., Tidmarsh, C., & Griffiths, T., (2022, December 6). Empowering prospective teachers in climate change education through global dialogues: A transformative approach. Paper presented at the SRHE Annual Conference 2022. [Virtual]
  13. Hui, E., Wan, S. W. Y., Leung, S., Orchard, J., & Davids, N. (2022, June 8). Global dialogues: Engaging prospective teachers in exploring educational issues. Paper presented at the CSCL Conference 2022, Hiroshima, Japan. [Virtual]
  14. Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (2022, April 23). Exploring teachers’ perceptions and practices of differentiated instruction in Hong Kong. Paper presented at the AERA Annual Meeting 2022 (April 21-26, 2022), San Diego, USA. [Virtual]
  15. Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (2022, April 23). Hong Kong primary and secondary school teachers’ perception on differentiated instruction. Paper presented at the AERA Annual Meeting 2022, San Diego, USA. [Virtual]
  16. Wan, S. W. Y., & Hui, E. (2021, September 15). Roles, power and peer support: A case study of teacher leadership in a secondary school in Hong Kong. Paper presented at the BERA Annual Conference 2021. [Virtual]
  17. Wan, S. W. Y., Ho, S. Y. K., Lee, T. W. K., Hui, E., & Cheng, A. H. H. (2021, July 2). Integrating social network analysis and role theory to explore teacher leadership in a Hong Kong secondary school. Paper presented at the BELMAS Annual Conference 2021. [Virtual]
  18. Cheng, A. H. H., Chu, C. K. W., & Wan, S. W. Y. (2021, July 3). Photovoice: Igniting novice teachers' dialogues on inclusive education. Paper presented at the BELMAS Annual Conference 2021. [Virtual]
  19. Wan, S. W. Y., Leung, S. K. Y., Yuen, S. Y., Leung, C. C. Y., & Lee, T. W. K. (2022, January 10). “Who is the most important in differentiated instruction?”: Exploring Hong Kong teachers’ positioning and agency in a school-university partnership programme. Paper presented at the ICSEI Virtual Congress 2022. [Virtual]
  20. Wan, S. W. Y., Leung, S. K. Y., Yuen, S. Y., & Leung, C. C. Y. (2022, January 11). Understanding teachers’ lived experiences of differentiated instruction: An art-based phenomenological study. Paper presented at the ICSEI Virtual Congress 2022. [Virtual]
  21. Wan, S. W. Y. (2018, September 13). A cluster analysis exploration of prospective teachers' perceptions of professional learning communities. Paper presented at the BERA Annual Conference 2018, Northumbria University, Newcastle, UK.
  22. Orchard, J., & Wan, S. W. Y. (2018, September 13).  East meets West: Philosophical perspective on teaching and teacher education ~ Philosophy, critical reflection and teacher leadership in teacher education. Symposium paper presented at the BERA Annual Conference 2018, Northumbria University, Newcastle, UK.
  23. Wan, S. W. Y., & Wan, S. W. S. (2018, June 25). Using phenomenography in educational technology research from 2003 to 2017: A systematic review and content analysis. Paper presented at the 13th International Conference on the Learning Sciences (ICLS) "Rethinking learning in the digital age: making the Learning Sciences count", UCL Institute of Education, London, UK.
  24. Wan, S. W. Y. (2018, June 15). Conducting drawing method in studying curriculum leadership in Hong Kong: Some reflections. Paper presented at the seminar “Using Creative and Visual Methods in Comparative Research”, University of Surrey, Guildford, UK.
  25. Wan, S. W. Y., & Leung, M. (2018, April 31). Future employment and learning expectations: Profiles of university students’ attitudes towards sustainability. Invited paper presented at the Education for Sustainability for Asia Conference 2018. National Institute of Education, Nanyang Technological University, Singapore.
  26. Wan, E. W. P., & Wan, S. W. Y. (2018, April 17). Teachers’ attitudes towards curriculum change in Hong Kong elementary schools. Paper presented at the AERA Annual Meeting 2018, New York, USA.
  27. Wan, S. W. Y., Tse, Y. S., Wong, Y. Y., Wan, A. W. T., Yung, R. C. H., Wu, M. S. Y., Chu, J. C. K., Wan, E. W. P. (2018, April 13). Exploring teacher leadership for learning in Hong Kong elementary schools. Paper presented at the AERA Annual Meeting 2018, New York, USA.
  28. Orchard, J., & Wan, S. W. Y. (2017, November 27). East meets West: Philosophy, critical reflection and the development of teacher leadership in teacher education. Invited symposium paper presented at Mini-conference on “Philosophical perspectives on teacher education: East meets West”, The University of Hong Kong and The Education University of Hong Kong, Hong Kong.
  29. Wan, S. W. Y. (2017, November 25). Unpacking the relationship between teachers' perceptions of professional learning communities (PLCs) and differentiated instruction (DI) practice. Paper presented at the 2017 International Conference on Educational Innovation (ICEI), National Tsing Hua University, Taiwan.
  30. Wan, S. W. Y. (2017, July 6). Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective. Paper presented at the 18th Biennial Conference on Teachers and Teaching 2017, University of Salamanca, Spain.
  31. Wan, S. W. Y., Leung, G., & Wong, J. C. (2017, June 2). Research and trends in the field of higher education from 1998 to 2012: A content analysis of leadership studies in selected journals. Paper presented at the Redesigning Pedagogy International Conference 2017, National Institute of Education, Nanyang Technological University, Singapore.​
  32. Wan, S. W. Y., Law, E. H. F., & Chan, K. K. (2016, December 1). Teachers’ perception of distributed leadership Hong Kong primary schools. Paper presented at the AARE Conference 2016, Melbourne, Australia.
  33. Wan, S. W. Y., Wan, E. W. P., Cheung, V. K. C., Tse, Y. S., Wong, Y. Y., & Chan, H. H. K. (2016, November 30). Implementing an innovative curriculum project: Who’s there to lead?  Paper presented at the AARE Conference 2016, Melbourne, Australia.
  34. Wan, S.W.Y., Wong, Y. Y., Wong, L. L. C., Lee, T. W. K., Chong, K. S. P., Ho, S. S. K.(2016, September 14). Differentiated instruction: Comparing Hong Kong primary and secondary mathematics secondary school teachers’ teaching beliefs. Paper presented at the BERA Annual Conference 2016, University of Leeds, Leeds, UK.
  35. Wan, S. W. Y., & Tulbure, C. (2016, April 22). Differentiated instruction: Comparing Hong Kong and Romanian prospective teachers’ teaching beliefs and perceived readiness. Paper presented at the WFATE Conference 2016, Barcelona, Spain.
  36. Wan, S. W. Y., & Noguera, J. S. (2016, April 22). Readiness of pedagogical practice of differentiated instruction: From Hong Kong and Spanish prospective teachers’ perspective. Paper presented at the WFATE Conference 2016, Barcelona, Spain.
  37. Wan, S. W. Y., & Chan, D. K. H. (2016, April 21). On the pathway to environmental education: Hong Kong teachers’ environmental attitudes, behaviours and knowledge in a professional development programme. Invited paper presented at the Education for Sustainability in Asia Conference 2016 “A Community of Practice for More Effective Implementation of Higher Education for Sustainability in Asia”, Nanyang Technological University, Singapore.
  38. Wan, S. W. Y., Hui, A. H. Y., Lau, R. H. K., Wu, C. K. Y., Lee, T. W. K., Chong, K. S. P., Wong, L. L. C., Wong, Y. Y., Cheung, F. T. H., Yeung, A. C. K., Chan, D. K. H. (2016, April 10). Differentiated instruction: Teachers’ perceived challenges in Hong Kong secondary schools. Paper presented at the AERA Annual Meeting 2016, Washington, DC, USA.
  39. Wan, S. W. Y. (2016, January 7). Differentiated instruction in Hong Kong secondary classrooms: Edible or unpalatable?. Paper presented at the 29th ICSEI Congress, Glasgow, Scotland.
  40. Wu, C.K.Y., Wan, S.W.Y., & Wong, Y.Y. (2015, July 14). Exploring Hong Kong secondary school teachers’ teaching beliefs of differentiated instruction. Paper presented at the ISATT 2015 Conference, 17th Biennial Conference of Teachers and Teaching, University of Auckland, Auckland, New Zealand.
  41. Wan, S. W. Y. (2015, July 14). Inquiring Hong Kong prospective teachers’ readiness for teacher leadership. Paper presented at the ISATT 2015 Conference, 17th Biennial Conference of Teachers and Teaching, University of Auckland, Auckland, New Zealand.
  42. Wong, L. L. C., Lee, T. W. K., Chong, K. S. P., Wong, Y., & Wan, S. W. Y. (2015, April 18). Exploratory study of perceptions of differentiated instruction: From Hong Kong elementary school teachers’ perspectives. Paper presented at the AERA Annual Meeting 2015, Chicago, IL, USA.
  43. Wan, S. W. Y., Wong, Y., Yeung, D. C. K., Lee, T. W. K., & Chong, K. S. P. (2015, April 17). Secondary school teachers’ teaching beliefs and readiness for differentiated instruction: Two case studies in Hong Kong. Paper presented at the AERA Annual Meeting 2015, Chicago, IL, USA. 
  44. Wan, S. W. Y., Cheung, F. T. H., Yeung, D. C. K., & Wong, J. C. (2015, April 16). Exploring teaching beliefs and readiness of using differentiation instruction: From Hong Kong elementary teachers’ perspectives. Paper presented at the AERA Annual Meeting 2015, Chicago, IL, USA. 
  45. Wan, S. W. Y. (2015, April 15). Get ready? Hong Kong secondary teachers' perspectives on the use of differentiated strategies. Paper presented at the 2015 CAERDA International Conference, Chicago, IL, USA.  
  46. Wan, S. W. Y. (2014, October 18). Hong Kong in-service teachers’ readiness for differentiated instruction. Paper presented at the World Federation of Associations of Teacher Education (WFATE) Conference 2014, Minzu University of China, Beijing, China.
  47. Wan, S. W. Y. (2014, July 8). Distributed leadership in higher education: Hong Kong academics’ perceptions and practices. Paper presented at the HERDSA 2014 Conference “Higher Education in a Globalized World”, Hong Kong Baptist University, Hong Kong. 
  48. Wan, S. W. Y., Leung, Y. K. Y., Lam, K. P. S., & Ho, I. W. (2014, July 8). Using E-learning for inquiring curricular issues globally: From Hong Kong prospective teachers’ perspectives. Paper presented at the HERDSA 2014 Conference “Higher Education in a Globalized World”, Hong Kong Baptist University, Hong Kong.
  49. Wan, S. W. Y., & Lam, P. H. C. (2014, April 3). Differentiated instruction: Are Hong Kong prospective teachers ready? Paper presented at the CAERDA Annual International Conference, Philadelphia, PA, USA, 2-3 April 2014.
  50. Wan, S. W. Y. (2014, April 3). A content analysis of research and trends in higher education leadership from 2003 to 2012. Paper presented at the CAERDA Annual International Conference, Philadelphia, PA, USA, 2-3 April 2014.
  51. Wan, S. W. Y. (2014, April 2). Understanding higher education leadership: From Hong Kong academics’ perspectives. Paper presented at the CAERDA Annual International Conference, Philadelphia, PA, USA. 
  52. Wan, S. W. Y. (2013, December 10). Research and trends in higher education leadership: A content analysis of selected journals from 2008-2013. Paper presented at the Society for Research into Higher Education (SRHE) Annual Research Conference, Newport Wales, UK.
  53. Wan, S. W. Y., Wan, E. W. P., Lam, P. H. C., Noguera, J. S., & Alvarez, I. (2013, May 1). An exploratory study of Hong Kong primary teachers’ use of differentiated strategies in the classroom. Paper presented at the AERA Annual Meeting “Education and Poverty: Theory, Research, Policy and Praxis”, San Francisco, USA.
  54. Wan, S. W. Y., & Lam, P. H. C. (2010, May 2). Factors affecting teachers’ participation in continuing professional development: From Hong Kong primary school teachers’ perspectives. Paper presented at the 2010 AERA Annual Meeting “Understanding Complex Ecologies in a Changing World”, Denver, Colorado, USA.
  55. Lam, P. H. C., & Wan, S. W. Y. (2010, April 13). Students' Voices: Enriching Learning Experiences through M-Learning. Paper presented at the IEEE WMUTE (International Conference on Wireless, Mobile and Ubiquitous Technologies in Education) and IEEE DIGITEL (International Conference on Digital Game and Intelligent Toy Enhanced Learning) Conference 2010, Kaohsiung, Taiwan.
  56. Wan, S. W. Y., & Lam, P. H. C. (2008, November). A case study of Hong Kong primary teachers’ perceptions of continuing professional development (CPD). Paper presented at the APERA Conference 2008, National Institute of Education, Singapore.
  57. Wan, S. W. Y. (2008, January). School based reading programme evaluation: A case study of a Hong Kong primary school. Paper presented at the 6th International Conference on Imagination and Education, Imaginative Education Research Group, Canberra, Australia.
  58. Wan, S. W. Y. (2006, November). Development of reading skills in a reading program: A school based evaluation. Paper presented at the Asia-Pacific Education Research Association (APERA) Conference, The Hong Kong Institute of Education, Hong Kong.