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Chow, B. W.-Y., Hui, A. N.-N., Li, Z., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research. Advance online publication.

Datu, J. A. D., Yang, L., & Mateo, N. J. (2021). Are gritty students academically engaged in math and science? School Psychology, 36(3), 190-195.

Gu, M. M., Chiu, M. M., & Li, Z. (2021). Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among ethnic minority adolescents: A structural equation modeling analysis. International Journal of Bilingual Education and Bilingualism. Advance online publication. 1920882.

Gu, M. M., Li, Z. J., & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development. Advance online publication. 1914064.

Huang, X., Lin, D., Yang, Y., Xu, Y., Chen, Q., & Tanenhaus, M. K. (2021). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading, 25(3), 251-271. 1768258.

Jiang, D., Liu, S., Lee, J. C.-K., & Li, L. M. W. (2021). Do people become more or less materialistic during disasters? The mediating roles of mortality salience and gratitude. International Journal of Environmental Research and Public Health, 18(16).

Jiang, Y., Lee, C.-K. J., Wan, Z. H., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners. Frontiers in Psychology, 11.

金晶 (2021)：並不唯一的“唯一”：“唯一”的語義—句法介面考察，《世界漢語教學》，2021(2)，頁192-205。

Lau, E. Y. Y., Lam, Y. C., & Lee, J. C.‑K. (2021). Well-slept children and teens are happier and more hopeful with fewer emotional problems. Child Indicators Research, 14(5), 1809-1828.

Lee, J. C.-K. (2021). Children’s life, religiosity and spirituality matter: Perspectives of special groups and their related adults. International Journal of Children's Spirituality, 26(3), 91-98. 1949555.

Lee, J. C.-K. (2021). Children’s spirituality: Personal reflections on International Journal of Children’s Spirituality (IJCS). International Journal of Children's Spirituality, 26(1-2), 1-8. 1879504.

Lee, J. F. K., & Chin, A. C. O. (2021). Constructing gender using visual imagery: A study of early readers. Language and Communication, 78, 1-18.

Lee, J. C.-K., Wong, K.-L., & Kong, R. H.-M. (2021). Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective. Teachers and Teaching: Theory and Practice. Advance online publication.

Lee, C.-K. J., & Huang, J. (2021). The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness. Journal of School Psychology, 84, 95-108.

Liao, X., Zhu, X., & Cheong, C. M. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing. Advance online publication.

李子建、蒲永明和梁霞(2021)：人工智慧背景下的課程與教學範式轉變，《當代教育與文化》，13(1)，頁1-10。

李子建(2021)：新時代教師教育學科建設及發展取向，《教師教育學報》，8(2)，頁15-22。

梁源(2021)：語言接觸誘導的疊加演變——深圳新粵語語氣詞“吧”的來龍去脈，《語言學論叢》，64，頁00-00。

Tso, R. V.‑Y., Chan, R. T.‑C., Chan, Y.‑F., & Lin, D. (2021). Holistic processing of Chinese characters in college students with dyslexia. Scientific Reports, 11.

Wan, Z. H., Lee, J. C.-K., & Hu, W. (2021). How should undergraduate students perceive knowledge as a product of human creation? Insights from a study on epistemic beliefs, intellectual risk-taking, and creativity. Thinking Skills and Creativity, 39. 100786.

Wan, Z. H., Lee, J. C.-K., Yan, Z., & Ko, P. Y. (2021). Self-regulatory school climate, group regulation and individual regulatory ability: Towards a model integrating three domains of self-regulated learning. Educational Studies. Advance online publication. 1894093.

Wang, L., Wang, J., Liu, D., & Lin, D. (2021). The role of metalinguistic awareness and character properties in early Chinese reading. Journal of Experimental Child Psychology, 210. 105185.

吳振興和廖先(2021)：運用內容分析法：革命文化融入高中詩歌教學探索——以《沁園春•長沙》為例，《教育研究與評論(中學教育教學)》，2021(6)，頁40-47。

Yan, J. (2021). Developing Chinese student teachers' understanding of task-based language teaching by online collaborative discussion. Journal of Chinese Language Teaching, 18(1), 1-31.

Yan, J., & Cai, Y. (2021). Teachers' instruction of reading strategies and primary school students' reading literacy: An approach of multilevel structural equation modelling. Reading & Writing Quarterly. Advance online publication. 1923100.

Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice. Advance online publication. 1884042.

Yan, Z., Xiao, Y., Sin, K.-F., Yang, L., & Guo, W.-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6.

Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, 34(1), 49-78.

張凌(2021)：香港人學習普通話的聲調偏誤之聲學分析，《中國語文通訊》，100(1)，頁31-39。

Cao, Kang Hua, Chi-Keung Woo, Ling Zhang, & Yuxin Zhang (2020). Willingness to pay for a message: personalized licence plate auctions in Hong Kong. Applied Economics Letters, 4, 1-4.

Chen, J., Lee, J. C.-K., & Dong, J. (2020). Emotional trajectory at different career stages: Two excellent teachers’ stories. Frontiers in Psychology, 11. 1034.

Cheung, H. W. C., Lee, C.-K. J., Kennedy, K. J., & Kuang, X. (2020). Adolescent religious engagement and democracy: A comparison of student attitudes in Hong Kong and South Korea. Compare: A Journal of Comparative and International Education. Advance online publication.

Chiang, T.-H., Thurston, A., & Lee, J. C.-K. (2020). The birth of neoprofessionalism in the context of neoliberal governmentality: The case of productive university teachers. International Journal of Educational Research, 103. 101582.

Crawford, J.,Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.

岑紹基、林偉業、戴忠沛、張紫薇、容運珊及楊敏怡 (2020)：以功能語法構建的應用文教材對提高非華語學生功能字詞運用的成效，《漢字與漢字教育研究》，49，89-121。

陳曙光(2020)：文明以止，化成天下：《香港中華文化教育》書評，《國際中文教育學報》，8，頁201-217。

Dong, Y., Tang, Y., Wu, X. Y., Dong, W. Y., & Li, Z. (2020). Longitudinal effects of mediums of word explanation on L2 vocabulary learning strategies among Chinese grade-7 students. Frontiers in Psychology, 11, 1-10.

馮志弘(2020)：經學與文學詮釋中的「感鬼神」：歐陽修的觀點，《國文學報》，68，頁33-65。

馮志弘(2020)：李賀父諱問題之禮法及流俗考：以韓愈〈諱辯〉及唐代嫌名律為中心，《成大中文學報》，69，頁37-76。

馮志弘(2020)：林譯《巴黎茶花女遺事》筆下的基督宗教：兼論林紓的畏天與鬼神論，《中正漢學研究》，35，頁165-188。

Gu, M. M., & Lee, J. C.-K. (2020). Migrating capital and habitus: The extended space of female transnational migrants. Ethnic and Racial Studies, 43(10), 1833-1853. 1671596.

Gu, M. M., Lee, J. C.-K., & Lai, C. (2020). Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong. Journal of Multilingual and Multicultural Development. Advance online publication. 1822852.

Huang, X., Lee, J. C.-K., & Frenzel, A. C. (2020). Striving to become a better teacher: Linking teacher emotions with informal teacher learning across the teaching career. Frontiers in Psychology, 11. 1067.

Huang, J., Lee, C.-K. J., & Yeung, S. S.-S. (2020). Predicting reading motivation and achievement: The role of family and classroom environments in Greater China. International Journal of Educational Research, 103. 101642.

Huang, X., Lin, C.-H., & Lee, J. C. K. (2020). Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment. Teachers and Teaching: Theory and Practice, 26(7-8), 522-542. 1890014.

Huang, X., Lin, D., Yang ,Y., Xu, Y, Chen, Q., & Tanenhaus, M. K. (2020). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading. Advance online publication.

JIN, Jing (2020). A revisit to the [Num-Cl-Modifier-de-N]/[Modifier-de-Num-Cl-N] variation in Mandarin Chinese. Language and Linguistics, 21(2), 213-253.

JIN, Jing & KE, Sihui (2020). Second Language Acquisition at Interfaces: A Study of the Word Order Variation in the Chinese Nominal Domain. Journal of Psycholinguistic Research, Online first, 1-21.

Lam, H.C. (2020). Linguistic variation in Chinese characters: Knowledge essential for teachers. e-FLT – Electronic Journal of Foreign Language Teaching, 17(Suppl. 2), 489-504.

Lam, S.M. (2020). Mapping development and challenges of teaching Mandarin Chinese in England. International Journal of Chinese Language Education, 7, 17-40.

Lee, J. C.-K. (2020). Children’s spirituality, life and religious education: Socio-cultural and religious traditions and perspectives. International Journal of Children's Spirituality, 25(2), 83-90. 1832296.

Lee, J. C.-K. (2020). Children’s spirituality, life and values education: Cultural, spiritual and educational perspectives. International Journal of Children's Spirituality, 25(1), 1-8. 1790774.

Lee, J. C.-K. (2020). Curriculum paradigms and perspectives of life and spiritual education: Contrast and diversity. International Journal of Children's Spirituality, 25(3-4). 175-186. 1853369.

Lee, J. C.-K., & Xie, M. (2020). Teachers' perceptions of teaching happiness in Hong Kong: A comparative study of pre-service and in-service teachers. Journal of Life Education, 12(1), 71-109.

Lee, J. C.-K., & Kuang, X. (2020). Validation of the Chinese version of the Centrality of Religiosity Scale (CRS): Teacher perspectives. Religions, 11(5).

李子建、馮建軍、文軍、葉軍、陳勤建、孟鐘捷和蘇智良(2020)：“疫情下的學校課程與學科建設”筆談，《基礎教育》，17(3)，頁40-47。

李子建、邱德峰、李軍、王箭、王國祥、蘇智欣和王如哲(2020)：新時代教師隊伍建設筆談：來自中國香港和臺灣地區及海外華人學者的視角，《教師教育學報》，7(1)，頁1-18。

李子建(2020)：面向2035年的粵港澳大灣區教育及人才培養，《河北師範大學學報(教育科學版)》，22(3)，頁1-6。

李子建(2020)：未來教師教育的展望：邁向未來素養取向的教師教育，《現代教育論叢》，2020(5)，頁2-15。

廖先和祝新華(2020)：提升小四學生高層次閱讀能力：閱讀策略教學的實施及其成效，《國際中文教育學報》，8，頁127-153。

文英玲(2020)：職級年資孰輕孰重：中國語文教師「自主學習」反思研究，《國際中文教育學報》，8，頁155-182。

Pan, J. & Lin, D (2020). Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing, 33(9), 2205-2221.

邱德峰、李子建和于澤元(2020)：人工智慧背景下的課程與教學範式轉變，《當代教育與文化》，12(2)，頁48-55。

施仲謀和王嬋娟(2021)：IB理念與漢語教學的培訓課程研究：以香港教育大學為例，《國際漢語教學研究》，2021(2)，頁13-19。

孫彩霞和李子建(2020)：專家型教師情緒智能的表徵與成因，《基礎教育》，17(4)，頁18-26。

Wong, K. L., Haste, H., Lee, J. C.-K., Kennedy, K. J., & Chan, J. K.-S. (2020). A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong. Journal of Educational Change, 22(2), 221-246.

Wong, K. L., Lee, J. C.-K., & Kennedy, K. J. (2020). School leadership for civic learning: The case of socio-political turbulence in Hong Kong. Educational Management Administration & Leadership. Advance online publication.

王聰(2020)：阿爾泰語言的聲調、句末語氣詞及相關性研究，《語言研究》，40(4)，頁119-126。

王聰(2020)：漢語方言人稱代詞的複數表達及其來源的類型學意義考察，《辭書研究》，2020(6)，頁69-78。

Yan, J. (2020). Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study. Global Chinese, 6(2), 237-262.

Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532.

Yang, L., & Wong, L. P. W. (2020). Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities. ECNU Review of Education, 3(4), 659-677.

Yang, L., Chiu, H.-M., Sin, K.-F., & Lui, M. (2020). The effects of school support on school engagement with self-determination as a mediator in students with special needs. International Journal of Disability, Development and Education. Advance online publication.

Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23(6), 754-768. 1409695.

Yin, H., Lee, J. C.-K., & Zhang, Z. (2020). Catering for learner diversity in Hong Kong secondary schools: Insights from the relationships between students' learning styles and approaches. ECNU Review of Education, 3(4), 610-631.

楊蘭、高鳳展、冼權鋒和盧成皆(2020)：家庭功能與職業規劃自我效能之間的聯繫：基於理論與測量的視角，《心理學進展》，10(6)，頁814-829。

Zhang, L., & Shi, L. (2020). Acoustic analysis of Chinese tone production by Thai-speaking learners of L2 Chinese. Journal of Second Language Studies, 3(2), 180-204.

Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2020). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, Online, 1-30.

鄭麗娟和李子建(2020)：透過課堂學習研究提升備課和觀課成效的行動研究，以新視窗打開，《香港教師中心學報》，19，頁135-161。

朱慶之(2020)：現代漢語“脫困”義“出頭”的來源，《辭書研究》，2020(5)，頁11-35。

朱慶之（2020）：中古譯經中的A型“人稱代詞+NP”組合——佛教漢語漢外混合性質的新證據，《語文研究》，2020（2），1-16

朱思達，王強，王聰（2020）：「專題學習」視角下的名著教學研究，《現代基礎教育研究》，38，203-209。

Cheung Lin Hong (2019). “The Re-Annotation of one word in Chapter Appointment of  Qinghua Bamboo Slips”（<再論清華簡《命訓》篇中的“佴” 字>）, Journal of Chinese Paleography Forum, Vol. 3, Guangzhou: Sun Yat-sen University Press, pp. 353-357.

Cheung Lin Hong (2019). “ In Search of the Chronological Markers of the Pre-Qin Classics: Research on Document of Books of Qinghua Bamboo Slips as an Example ” (<尋找典籍文本的年代標記：以清華簡尚書類文獻為例>)，Studies of Archaic Chinese, Vol. 3, Bejing, The Commercial Press, pp.136-145.

Cheung, L.T.O.*, Ma, A.T.H., Chow, A.S.Y., Lee, J.C.K., Fok, L., Cheng, I.N.Y. & Cheang, C.C. (2019). Contingent valuation of dolphin watching activities in South China: The difference between local and non-local participants. Science of the Total Environment (SCI), 684, 340-350.

Cheung, Lewis T.O., Ma, Anson T.H., Lee, Karen M.Y., Lee, John C.K. & Lo, Y.L. (2019). How Does Political Orientation Influence One’s Environmental Attitude and Behaviour? Debate over Country Park Conservation in Hong Kong. Environmental Science and Policy, 99, 115-122.

Gu, M. Y. M., Guo, X., & Lee, J. C. K. (2019). The interplay between ethnic and academic identity construction among South Asian students in Hong Kong tertiary education. Higher Education, 77, 1-19.

Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the Masters: Young Chess Players Show Advanced Visual Perspective Taking. Frontiers in Psychology, 10, 2407.

Huang, X.,Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity.Teaching and Teacher Education, 84, 57-65.

Hiew, C.K., Hsieh, Y.F., Goh, P.H. (2019). A Study on Improving Evaluation Competency through ACEF Evaluative Reading Strategy. Chung Yuan Journal of Teaching Chinese as a Second Language, 18-19, 29-59.

何志恆（2019）：提升小學中文科科主任規畫與管理能力：從設計測考卷出發，《教育專業》，6，14-17。

Lin, D., Mo., J., Liu, Y., & Li, H. (2019). Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese. Frontiers in Psychology, 10, 2397.

Lin, D., Sun. H., & McBride. C. (2019). Morphological awareness predicts the growth rate of Chinese character reading. Developmental Science, 22, e12793.

Lee, J. F. K., & Chin, A. C. O. (2019). Are females and males equitably represented? A study of early readers. Linguistics and Education, 49, 52-61.

Lee, J.C.K., Cheung, C.H.W., & Li, M.Y.H. (2019). Life planning education and life education: Lifelong learning perspectives. Hong Kong Teachers’ Centre Journal, 18, 57-77.

Lee, Karen M.Y., Lee, John C.K., Ma, Anson T.H. & Cheung, Lewis T.O. (2019). Does Human Rights Awareness Spur Environmental Activism? Hong Kong’s ‘Country park’ Controversy. Land Use Policy, 87, 1-10.

Liu, Y.-B., Wu, N., & Lee, J.C.K (2019). Changes of Chinese exchange teacher candidates’ professional beliefs in the ‘reciprocal learning in teacher education and school education between Canada and China’ project. Teachers and Teaching, 25(6), 664-683.

Lee, J. C. K., Wan, Z. H., Hui, S. K. F., & Ko, P. Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning. The Journal of Educational Research, 112 (4), 463-472.

Lam, H. C. (2019). Revisiting variation affordance: Applying variation theory in the design of educational software. Interactive Learning Environments. Advance online publication.

Lai, C. Li. Z., & Gong, Y. (2019). Boundary brokering for cross-cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123.

李子建和龔陽（2019）：科技發展下的教師角色：生命教育者，《北京教育（普教版 ）》，2019（8），頁 11-15。

廖先和祝新華(2019)：小學低年級學生掌握閱讀策略的實證研究，《國際中文教育學報》，6，頁113-134。

梁源(2019)：從書寫偏誤看漢語二語學習者的漢字習得，《語言教學與研究》，2019(4)，頁33-44。

Nomura, Kazuyuki, Kataoka, Shin & Mochizuki, Takako (2019). Understanding the motivations of fluent speakers in beginner-level foreign language classrooms: A Hong Kong study. Journal of Multilingual and Multicultural Development, 40(7), 618-632.

Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2019). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education. Advance online publication.

施仲謀（2019）：IB理念與孔子教育思想的比較，《國際中文教育學報》，6，85-112。

Tsui, K. T., Lee, J.C.K., HUI, S.K.F., Chun, D.W.S., & Chan, K.N.C (2019). Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition. Education Research International, 2019, 1-14.

Tsui, K.T., Lee, J.C.K., Zhang, Z, & Wong, P.H. (2019). The Relationship Between Teachers’ Perceived Spiritual Leadership And Organizational Commitment: A Multilevel Analysis In The Hong Kong Context.Asian Journal of Social Sciences & Humanities, 8(3), 55-72.

WANG Cong (2019). Reading Fluency and Its Influence on Chinese Reading Teaching in Hong Kong. Languages and International Studies, 22, 01-22.

Wong, K.L., & Lee, J.C.K. (2019). Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values. Citizenship Teaching & Learning, 14(3), 307-330.

Wong, K.L., Lee, C K J., Chan, K.S.J. & Kennedy, K.J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case. Teacher Development, 23, 155-173.

Wong, P. C. M., Ou, J., Pang, C. W. Y., Zhang, L., Tse, C. S., Lam, L. C. W., & Antoniou, M. (2019). Foreign language learning as potential treatment for mild cognitive impairment. Hong Kong Medical Journal, 25(Suppl 7), 41-43.

Wong, P.C.M., Ou, J., Pang, C.W.Y., Zhang, L., Tse, C.S., Lam, L.C.W., Antoniou, M. (2019). Language Training Leads to Global Cognitive Improvement in Older Adults. Journal of Speech Language and Hearing Research, 62, 2411-2424.

王聰 (2019). 漢語人稱代詞的來源屬性及其演變的類型學意義分析————以『身』、『儂』、『伊』等為例. 《辭書研究》, 4, 121-135.

Xu, H.,& Lee, J. C. K. (2019). Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students. Journal of Career Development, 46(3), 219-234.

Yan, Z., Brown, G.T.L., Lee, J.C.K., & Qiu, X.-L. (2019). Student self-assessment: why do they do it?. Educational Psychology, 40(4), 509-532.

Zhu, X., Loh, E. K. Y., Yu, G., Tam, L. C. W., & Liao, X. (2019). Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance. Applied Linguistics Review. Advance online publication.

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