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Direct linkLin, Shiang-Yi; Ng, Catalina Sau Man; Chung, Kevin Kien Hoa; To-Chan, Sing Pui – Journal of Education for Teaching: International Research and Pedagogy, 2023
This study assessed the effect of a teacher professional development (PD) programme that incorporated culturally responsive teaching on Chinese kindergarten teachers' perceptions of learning motivation of ethnic minority (EM) vs. Chinese pupils in Hong Kong. The moderating role of classroom ethnic composition was examined. Forty-five teachers in…
Descriptors: Teacher Attitudes, Attitude Change, Student Motivation, Faculty Development
Ng, Catalina Sau Man; Chai, Wenyu; Chan, Sing Pui; Chung, Kevin Kien Hoa – Asia Pacific Journal of Education, 2022
The way culturally responsive teaching is employed in school settings in non-Western contexts is unclear. The question of how to teach Chinese effectively to ethnic minority (EM) children in Hong Kong has recently attracted much attention because their generally low level of Chinese language proficiency hinders their education and social…
Descriptors: Culturally Relevant Education, Chinese, Ethnic Groups, Minority Group Children
Lam, Chun Bun; Chung, Kevin Kien Hoa; Lam, Chung Sze; Li, Xiaomin – Early Education and Development, 2022
Research Findings: This cross-sectional study examined the class- and child-level associations of social-emotional competence with behavioral and academic adjustment among Chinese kindergarten children and tested teacher collectivistic socialization goals as a moderator. Participants were 523 kindergarten children and their mothers and class…
Descriptors: Foreign Countries, Kindergarten, Young Children, Social Emotional Learning
Liu, Catrina; Chung, Kevin Kien Hoa – Early Education and Development, 2022
Research Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and…
Descriptors: Kindergarten, Young Children, Foreign Countries, Paired Associate Learning
Chung, Kevin Kien Hoa; Li, Xiaomin; Lam, Cheuk Yi; Lam, Chun Bun; Fung, Wing Kai; Lai, Pui Yee – Early Education and Development, 2022
Research Findings: This study evaluated the impacts of a bilingual Chinese-English reading program on Chinese children from low socioeconomic status (SES) families. Ninety-nine children in the third year of kindergarten (K3) were recruited from five local kindergartens in two low-SES districts in Hong Kong, China. Children in the intervention…
Descriptors: Bilingual Education Programs, Reading Programs, Program Effectiveness, Foreign Countries
The Relationship between Paired Associate Learning and Chinese Word Reading in Kindergarten Children
Liu, Catrina; Chung, Kevin Kien Hoa; Wang, Li-Chih; Liu, Duo – Journal of Research in Reading, 2021
Background: Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods: A total of 204 second-year kindergarten children from Mainland China were…
Descriptors: Correlation, Paired Associate Learning, Chinese, Reading Skills
Liu, Catrina; Chung, Kevin Kien Hoa – Reading and Writing: An Interdisciplinary Journal, 2021
This study investigated the construct of paired associate learning (PAL) and its associations with Chinese word writing in kindergarten children. A total of 188 Chinese children (95 boys, mean age = 5.65 years; SD = 0.34) from [Xi'an], Mainland China in the third year of kindergarten participated in this study. Children were assessed on measures…
Descriptors: Foreign Countries, Paired Associate Learning, Kindergarten, Executive Function
