Congratulations to the winners of the 2017/18 Faculty Quality Journal Article Award and Faculty Book Award.
Faculty ‘Quality Journal Article’ Award
Winner:
Dr. KWAN Lok Yin Joyce, PS
Kwan, J. L. Y., & Chan, W. (2017). Variable system: An alternative approach for the analysis of mediated moderation. Psychological Methods, Advance online publication. http://dx.doi.org/10.1037/met0000160
This article serves as a major reference point for analysis involving mediation and moderation relations in both methodological and theoretical settings, addressing a critical issue in modern approaches to statistically analyzing complex data structure.
Faculty ‘Quality Book’ Award
Winner:
Dr. Haiyan Qian, EPL
Walker, A., & Qian, H. Y. (2018). Deciphering Chinese School Leadership: Conceptualisation, Context and Complexities. London: Routledge. https://play.google.com/books/reader?id=-_86DwAAQBAJ&printsec=frontcover&output=reader&hl=en_GB&pg=GBS.PT5
This evidenced-based book expands indigenous understandings about school leadership in non-Western societies and provokes re-examination of some deeply-held, taken-for-granted assumptions about good leadership practices in the Western context. It serves as an important reference for anyone who is interested in educational leadership, comparative education, education policy and educational development in contemporary China.
Finalists:
Dr. CHEN Junjun, EPL
Chen, J. (2018). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12220
Dr. GAO Fang, IELL
Gao, F., & Ng, C. K. J. (2017). Studying parental involvement and university access and choice: An “Interacting Multiple Capitals” model. British Educational Research Journal, 43 (6), 1206-1224. https://doi.org/10.1002/berj.3298
Dr. HOU Wai Kai, PS
Hou, W. K., & Bonanno, G. A. (2018). Emotions in everyday life during social movements: Prospective predictions of mental health. Journal of Counseling Psychology, 65 (1), 120-131. http://dx.doi.org/10.1037/cou0000236
Dr. KAM Chi Shan Anna, SEC
Kam, A. C. S., Leung, E. K. S., Chan, P. Y. B., & Tong, M.C.F. (2018). Cross-cultural adaptation and psychometric properties of the Chinese Tinnitus Functional Index. International Journal of Audiology, 57(2), 91-97. https://doi.org/10.1080/14992027.2017.1375162
Dr. LAU Yi Hung Eva, ECE
Lau, E. Y. H., & Power, T. G. (2018). Parental involvement during the transition to primary school: Examining bidirectional relations with school adjustment. Children and Youth Services Review, 88, 257-266. https://doi.org/10.1016/j.childyouth.2018.03.018
Dr. LEE Hui Lin Daphnee, EPL
Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher professional development in the school-based management context. Journal of Educational Administration, 55(6), 686-701. https://doi.org/10.1108/JEA-02-2017-0018
Dr. LIU Duo Phil, SEC
Liu, D., Li, H., & Wong, R. (June 2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of phonological awareness, vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading. 21 (3), 210-224. http://dx.doi.org/10.1080/10888438.2017.1278764
Dr. LO Yat Wai William, IELL
Lo, W. Y. W. (2018). After globalisation: A reconceptualisation of transnational Higher Education governance in Singapore and Hong Kong. Higher Education Quarterly, 72(1), 3–14. https://doi.org/10.1111/hequ.12137
Dr. YAN Zi, C&I
Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. DOI: 10.1080/02602938.2016.1260091 http://www.tandfonline.com/eprint/I2jJN6SnGZAtpj9d5nBu/full
Dr. ZHOU Yanling, ECE
Zhou, Y.L., McBride, C., Leung, J., Wang, Y. Joshi, M. & Farver, J. (2017) Chinese and English reading related skills in L1 and L2 Chinese speaking children in Hong Kong. Language, Cognition and Neuroscience. 33 (3), 300-312. http://dx.doi.org/10.1080/23273798.2017.1342848
