• EDUC 2240 了解香港的學校教育和教育政策
• SILP 6001 學校改善的議題及新發展
• SILP 6003 學校改善的評鑑

• 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.

• Quality Education Fund Thematic Network – Tertiary Institutes on Play, Learn, Grow in Hong Kong Kindergartens
• Quality Education Fund Thematic Network on Positive Education for Whole Child Development
• Positive Education for Whole Child Development
• Play, Learn, Grow in Hong Kong Kindergartens
• A Pilot Study on Kazakhstan on “The Demand for Higher Education and the Economic Development of the ‘Belt and Road Initiative’- Human Capital Investment and Exchange in Education: Phase I – A Case Study of Central Asia”
• The Chin Family Financially Literate Schools Programme
• Raising the Literacy Bar for Economically Disadvantaged Students
• Examining the effects of ABRACADABRA, a Web-based Literacy Program on Primary Schools in Nanjing China
• A Comprehensive, Territory-wide Initiative Promoting Talent Development and Gifted Education in Hong Kong
• Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching
• An Applied Study of Chinese Language and Linguistics from a Belt and Road Perspective
• How Can the Dragon Soar? An Interdisciplinary Approach to China’s Post-Reform Dialectics of State, Market and Space
• Transition from Secondary to Post-Secondary Education: Access, Obstacles, and Success Factors of Immigrant, Minority and Low Income Youth in Hong Kong

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