本系人員

全職教員

梁賢佑教授

研究助理教授

梁賢佑教授

文學士（光州敎育大學校）、文學碩士（賓夕法尼亞州立大學）、哲學博士（威斯康星大學麥迪遜分校）

在加入本系之前，梁博士是香港大學的博士後研究員。他的研究領域包括教育政策評估研究和幼兒教育。他在研究中使用先進的定量方法，包括多層次分析和準實驗方法，有時還借助機器學習技術和貝葉斯統計。
梁博士的研究成果發表在許多同行評審期刊上，包括Asia Pacific Education Review, Early Education and Development, Journal of Education for Students Placed at Risk, Professional Development in Education以及Teaching and Teacher Education。在美國攻讀博士學位期間，他的工作獲得了American Educational Research Association-National Science Foundation (AERA-NSF) 論文資助計劃的認可。

 

研究興趣
  • 教育與發展
  • 教育政策
  • 量化方法
  • 學校效能與學校改進
  • 教師專業發展
所授課程
  • PGDP 5301 學校教育的架構和過程
研究與發表
  • Yang, H. (in press). What factors drive school districts to adopt universal pre-Kindergarten: Evidence from Wisconsin. Early Education and Development.
  • Borman, G., Yang, H., Audrain, L. & Park, S. (in press). The District-wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study. Journal of Education for Students Placed at Risk. https://doi.org/10.1080/10824669.2023.2218093
  • Yang, H., Yang, M., Batt, L., Xie, X., You, E., & Goff, P. (2021). A New Evaluation Approach for Teacher Preparation Programs Using Labor Market Competitiveness of Teacher Applicants. Teaching and Teacher Education. 104.103368. https://doi.org/10.1016/j.tate.2021.103368
  • Borman, G. D., Yang, H., & Xie, X. (2021). A Quasi-Experimental Study of the Impacts of the Kids Read Now Summer Reading Program. Journal of Education for Students Placed at Risk, 1-21. https://doi.org/10.1080/10824669.2020.1855985
  • Yang, H. (2020). The Effects of Experience of Professional Development on Teacher Self-Efficacy: The Case of the United States Using Bayesian Multilevel Models. Professional Development in Education, 46(5), 797-811. https://doi.org/10.1080/19415257.2019.1643393
研究計劃
  • Time-use analysis in East Asia kindergartens
  • The inequality in access to early childhood education in Low- and Middle-income countries
  • The long-term effects of universal-type (pre)kindergarten programs on educational outcomes
  • Turnover and resignation of early childhood education teachers