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CHEUNG Chi-keung, Alan

Department Chairperson & Professor

CHEUNG Chi-keung, Alan

BA in English (BYU-Hawaii), MBA, MEd, PhD (BYU)

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Prior to joining the department, Dr. Cheung was a faculty member in the School of Education at Johns Hopkins University. He is currently serving as a Professor (Courtesy) at Johns Hopkins University and a Distinguished Chair Professor at Nanjing Normal University. His research areas include evidence-based reform, bilingual education and educational technology. He has been involved in many large-scale randomized experiments and studies on these topics and is the author or co-author of numerous journal articles, book chapters, and technical reports. His journal articles have appeared in top academic journals such as Review of Educational Research (RER), Educational Research Review (ERR), Journal of Educational Psychology (JEP), American Educational Research Journal (AERJ), and Reading Research Quarterly (RRQ).

In recognition of his research productivity and research impact in the field, he has received three research awards: The prestige Palmer O. Johnson Award for the best article published in an AERA journal by the American Educational Research Association (AERA) in 2008; the Research Excellence Award by CUHK in 2013, and the International Discovery Award by the Australian Research Council in 2018. In 2016, he also received an Outstanding Alumni Achievement Award from Brigham Young University, his Alma Mater, to recognize his significant contributions to his profession and community.

Research Interests
  • Education Marketization
  • Higher Education
  • Quantitative methods
  • School Effectiveness and School Improvement
  • School Evaluation
Recent Publications
  • Cheung, A., Chau, G., Lau, E., Leung, A., & Chui, H. (in press). Cultivating the psychological well-being of early-childhood education teachers: the importance of quality work life. Applied Research in Quality Life. https://doi.org/10.1007/s11482-021-09959-x
  • Cheung, A., Keung, P. C. & Tam, W. (in press). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01211-3
  • Keung, P. C., Cheung, A., Mak, B., & Tam, W. (in press). Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101829
  • Keung, P. C., Cheung, A., & Tam, W. (in press). Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis. Asia Pacific Journal of Education. DOI: 10.1080/02188791.2021.1988901
  • Yuen, Y. M., Cheung, A., Leung, C. S., Tang, H. H., & Chan, C. H. (in press). The success and obstacles in pursuing higher education: The differentiation between Hong Kong mainstream and non-mainstream students. Educational Journal, 49(2), 137-160
  • Cheung, A. (2021). In memory of Professor Robert E. Slavin. Best Evidence in Chinese Education, 8(1), 1017-1019.
  • Cheung, A. (2021). How should education in rural areas be reformed. Science Insights Education Frontiers, 9(1), 1113-1117.
  • Ni, Y. J., Shi, L., Cheung, A., Chen, G. W., Ng, O. L., & Cai, J. F. (2021). Implementation and efficacy of a teacher intervention in Dialogic Mathematics classroom discourse. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101758
  • Cheung, A., *Xie, C., Zhuang, T. T., Nitezel, A., & Slavin, R. E. (2021). Success for All: A quantitative synthesis of U. S. evaluations. Journal of Research on Educational Effectiveness, 14(1), 90-115, DOI: 10.1080/19345747.2020.1868031
  • Serpa, S., Ferreira, C. M., da Silva Santos, A. I., Cheng, X. Q., Cheung, A., Zhou, L. J., Jose Sa, M. Pellegrini, M., & Wang, F. Z. (2021). Future of scholarly publishing: A perspective. Science Insights Education Frontiers, 39(3), 353-360.
  • Slavin, R. E., Cheung, A., Zhuang, T. T. (2021). 证据驱动的教育改革如何推动教育发展. Journal of East China Normal University (Educational Sciences), 3, 14-22.
  • Cheung, A. (2021). Blossoming branches symbol new spring: School management with Chinese characteristics. Editorial. Best Evidence in Chinese Education, 7(2), 939-941.
  • Slavin, R. E., Cheung, A., & Zhuang, T. T. (2021). How evidence-based reform could advance education. Review of Education, 4(1), 7-24.
  • Cheung, A., & Xie, C. (2021). Evidence-based reform in education: Global perspectives. Review of Education, 4(1), 3-7.
  • Gu, H., Yao, J. J., Zhou, L. J., Cheung, A., & Abrami, P. C. (2021). Teachers’ implementation accounts: A quasi-experimental study of a web-based literacy tool on Grade 3 students in China. Review of Education, 4(1), 84-107.
  • Corcoran, R., O’Flaherty, J., *Xie, C., & Cheung, A. (2020). Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality. Educational Research Review. Online First. https://doi.org/10.1016/j.edurev.2019.100285
  • Cheng, X. Q., Pellegrini, M., Zhou, L. J., & Cheung, A. (2020). Not only survival but stronger: The impact of alarming invader of SARS-CoV-2 on global education. Science Insights Education Frontiers, 7(2), 835-860.
  • Cheung, R. S. H., Hui, N. N., & Cheung, A. (2020). Review Hong Kong’s gifted education school-based support program for catering for learner diversity. Review of Education, 3(4), 632-658.
  • Shi, H., Cheung, E., & Cheung, A. (2020). The impact of stratified teaching on the academic performance of Chinese middle school students: A meta-analysis. Science Insights Education Frontiers, 7(1), 735-760.
  • Zhuang, T. T., Cheung, A., & Tam, W. (2020). Modeling undergraduate STEM students’ satisfaction with their program in China: An empirical study. Asia Pacific Education Review. https://doi.org/10.1007/s12564-019-09620-1
  • Xie, C., Cheung, A., & Lau, W. F., & Slavin, R. E. (2020). The effects of computer-assisted instruction on Mathematics achievement in China: A meta-analysis. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101565
  • Wang, H. F., & Cheung, A. (2020). Research on the effect of a mentoring system on the self-efficacy of student teachers. Journal of Teacher Education, 7(4), 58-64. [in Chinese]
  • Wong, P. M., Cheung, A., & Yuen, W. W. (2020). A study of flows and mobility of mainland students: factors and issues behind pursuing teacher education program in Macao. International Journal of Educational Management, 34(2), 279-295.
  • Cheung, A., Keung, P. C., & Mak, B. (2019). Examining the key stakeholders’ perceptions of student learning: Toward a paradigm shift in secondary education in Hong Kong. Asia Pacific Journal of Education, 39(4), 532-547.
  • Cheung, A., Guo, X., Wang, X. R., & Miao, Z. (2019). Examining the motivation of mainland Chinese students pursuing Master of Education degrees in Hong Kong. International Journal of Educational Management, 33(7), 1539-1560.
  • Zhuang, T. T., & Cheung, A., Lau, W. F., & Tang, Y. P. (2019). Development and validation of an instrument to measure undergraduate students’ comprehensive STEM educational process. Frontiers of Education in China, 14(4), 575-611.
  • Zhuang, T., Cheung, A., & Hung, F. S. (2019). Higher education in Central Asia: Development and challenges. Education Research Monthly, 7, 56-62.
  • Cheung, A., Keung, P. C., Kwan, Y. W., & Cheung, Y. S. (2019). Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong. Early Child Development and Care, 189(14), 2265-2283.
  • Keung, P. C., & Cheung, A. (2019). Towards holistic supporting of play-based learning implementation in kindergarten: A mixed method study. Early Childhood Education Journal, 47(5), 627-640.
  • Slavin, R. E., & Cheung, A. (2019). Evidence-based reform in education: Responses to criticism. Science Insights Education Frontier, 2(1), 65-69.
  • Morrison, J. R., Ross, S. M., & Cheung, A. (2019). From the market to the classroom: How ed-tech products are procured by school districts interacting with vendors. Educational Technology Research and Development, 67(2), 389-421.
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