本系人員

全職教員

張志強教授

系主任及教授

張志強教授

文學士（英文）（楊百翰大學夏威夷分校），工商管理碩士、教育碩士、哲學博士（楊百翰大學）

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現任香港中文大學教育學院教育行政與政策學系教授及系主任、大學與學校夥伴協作中心總監，同時為約翰霍普金斯大學客座教授。他的研究領域包括實證改革、雙語教育和教育科技。他參與了許多關於這些主題的大規模隨機實驗和研究，並且是許多期刊文章、書籍章節和技術報告的作者或合著者。  他的期刊文章發表在教育研究評論（RER）、教育研究評論（ERR）、教育心理學雜誌（JEP）、美國教育研究雜誌（AERJ）和閱讀研究季刊（RRQ）等頂級學術期刊。為了表彰他的研究成果和教學表現，他獲得了許多享有盛譽的獎項。其中包括2008年由美國教育研究協會（AERA）頒發的Palmer O. Johnson獎、2013年香港中文大學頒發的卓越研究獎、2016年楊百翰大學頒發的傑出校友成就獎、2018年澳洲研究理事會頒發的國際發現獎、2021年榮獲中大教育學院模範教學獎，2024年榮獲亞太資優聯合會首屆傑出研究獎。

研究興趣
  • 教育市場化
  • 高等教育
  • 量化方法
  • 學校效能與學校改進
  • 學校評價
  • 教育科技
  • 對弱勢學生有效的干預
所授課程
研究與發表
  • Wang, F. F., & Cheung, A. (Accepted). Does chatting with chatbots improve language learning performance: A meta-analysis of chatbot-assisted language learning. Review of Educational Research.
  • Ng, C., Graham, S., Renshaw, P., Cheung, A., & Mak, B. (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2023.102304
  • Yin, H., Cheung, A., Tam, W. W. Y., & Lau, E. (2024). Facilitating Hong Kong kindergarten teachers’ perceptions of enactment of play-based learning for whole-child development: The potential of personal and organizational enablers. Early Education and Development. https://doi.org/10.1080/10409289.2023.2298643
  • Huang, Q. H., & Cheung, A. (2024). More is not always better: The curvilinear relationship between intercultural learning and adolescents’ global competence. Applied Research in Quality of Life, 19, 835-857.
  • Wang, F. F., & Cheung, A. (2024). Robots’ social behaviors for language learning: A systematic review and meta-analysis. Review of Educational Research. https://doi.org/10.3102/00346543231216437
  • Keung, C. & Cheung, A. (2023). Family-School-Community’ partnership matter in supporting play-based learning implementation: A social capital perspective. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104314
  • Guo, X., Cheung, A., Abrami, P.C., & Wade, A. (2023). Examining the impact of ABRACADABRA (ABRA), a game-based online literacy program, on primary school students in rural Hunan, China. Education Technology and Research Development. https://doi.org/10.1007/s11423-023-10185-5.
  • Huang, Q. H, & Cheung, A. (2023). The impact of study abroad on pre-service and in-service teachers’ intercultural competence: a meta-analysis. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104091.
  • Ni, A. H., & Cheung, A. (2023). The impact of flipped classroom teaching on college English language learning: A meta-analysis. International Journal of Educational Research.
  • Xuan, Q., Cheung, A., Yin, H., Yu, X., & Hung, R. (2023). The effectiveness of the Production-Oriented Approach to enhance adult Chinese EFL learners’ language proficiency: A comparative study of three language teaching approaches. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00728-y.
  • Zhuang, T. T., Cheung, A., Lau, W. F. , & Su, Y. (2023). What affects teaching agency of University instructors: A social realistic perspective. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2023.2167807.
  • Cheung, A., Huang, K. L., Wang, H. F., & Xu, J. B. (2023). Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China. International Journal of Educational Management. https://doi.org/10.1108/IJEM-03-2021-0081.
  • Cheung, A., Shek, D., Hui, N. N., Leung, W., & Cheung, R. (2022). Professional development for teachers of gifted education in Hong Kong: Instrument validation and training effectiveness. International Journal of Environmental Research and Public Health, 19, 9433. doi: 10.3390/ijerph19159433.
  • Cheung, A., Chau, G., Lau, E., Leung, A., & Chui, H. (2022). Cultivating the psychological well-being of early-childhood education teachers: the importance of quality work life. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-021-09959-x.
  • Cheung, A., Keung, P. C. & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory.  Early Childhood Education Journal. 50, 959-968. https://doi.org/10.1007/s10643-021-01211-3.
  • Cheung, A., Keung, P. C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning: A mediation analysis. Teachers and Teaching: Theory and Practice. 28(5), 618-63 doi: 10.1080/13540602.2022.2062749.
  • Xuan, Q. Y. & Cheung, A., Liu, J. H. (2022). How effective is TBLT in enhancing L2 learning? A technical comment on Bryfonski and McKay (2019). Language Teaching Research. doi.org/10.1007/s10643-021-01211-3. doi: 0.1177/13621688221131127.
  • Ni, A. H., & Cheung, A. (2022). Understanding secondary students’ continuance intention to adopt AI‑powered intelligent tutoring system for English learning. Education Information and Technologies.  org/10.1007/s10639-022-11305-z.
  • Ni, A. H., Cheung, A., Shi, J. P. (2022). Effect of educational technology on reading achievements for Chinese K-12 English language learners. Frontiers in Psychology. doi.org/10.3389/fpsyg.2022.1025761.
  • Shi, J. P., & Cheung, A., & Ni, A. H. (2022) The effectiveness of promoting alternative thinking strategies curriculum (PATHS): A meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1030572.
  • Xuan, Q. Y., Cheung, A., & Dan, S. (2022). The effectiveness of formative assessments for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13:990196. doi: 10.3389/fpsyg.2022.990196.
  • Shek, D., Cheung, A., Hui, N. N., Leung, W., & Cheung, R. (2022). Development and evaluation of a pioneer school-based gifted education program (Project GIFT) for primary and secondary students in Hong Kong.  International Journal of Environmental Research and Public Health.
  • Chau, G., Cheung, A., & Lau, E. (2022). Teachers’ perception on perceived school leadership and psychological well-being: The mediating roles of work-related meaning in life and optimism in Hong Kong kindergarten teachers. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-022-10138-9
  • Shi, J., & Cheung, A. (2022). The impacts of a social-emotional learning program on elementary school students in China: A quasi-experimental study. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00707-9.
  • Shi, J. P., Cheung, A., Zhang, Q, & Tam, W. W. (2022). Development and validation of a social-emotional skills scale: Evidence of its reliability and validity in China. International Journal of Educational Research.
  • Keung, P. C., Cheung, A., Mak, B., & Tam, W. (2022). 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. (2022). Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis.  Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1988901
  • Wang, K, Chung, K. L., Xu, J., & Cheung, A. (2022). Can the locked-in be unlocked? University stratification in China under state-led quest for world-class universities. Higher Education Policy. https://doi.org/10.1057/s41307-022-00290-0.
  • Cheung, A. (2022). Developing pre-service science teachers’ entrepreneurship mindsets. Science Insights Education Frontiers, 11(2), 1523-1525.
  • Yuen, Y. M., Cheung, A., Leung, C. S., Tang, H. H., & Chan, C. H. (2022). The success and obstacles in pursuing higher education: The differentiation between Hong Kong mainstream and non-mainstream students. Educational Journal, 49(2), 137-160.
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