国际教育学院

李东玉博士

发布时间:2020-09-29文章来源: 浏览次数:

李东玉

 

 

教育背景

2003 – 2007 北京外国语大学 国际商学院               学士

2007 – 2008 香港大学 教育学院                                理科硕士

2010 – 2015 香港教育大学 教育及人类发展学院    哲学博士

2016 – 2019 香港教育大学 课程与教程学系            博士后

 

研究方向

校长领导学,教师专业发展,教师课堂效能

 

著作

参著

Hallinger, P. Wang, W. C., Chen, C.W., & Li, D. (2015). Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Dordrecht, Netherlands: Springer.

 

学术论文

[1].    Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2020). Intrinsic Motivation; Professional learning; Millennial generation; preservice teacher; professional competence. Teaching and Teacher Education, DOI: https://doi.org/10.1016/j.tate.2020.103180

[2].    Cheng, M. M. H. & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching. 46(1), 55-70.

[3].    Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Re-conceptualising professional competence development of student teachers in initial teacher education. Research Papers in Education, DOI: 10.1080/02671522.2019.1633563

[4].    Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2019). Examining student teachers' engagement with the theory-practice link in initial teacher education. Journal of Education for Teaching, 45(2), 123-139.

[5].    Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2017). The contribution of non-formal learning in higher education to student teachers’ professional competence. Journal of Education for Teaching, 43(5), 550-565. Retrieved July 13, 2017, from http://dx.doi.org/10.1080/02607476.2017.1342052

[6].    Hallinger, P., Li, D. & Wang, W-C. (2016). Gender Differences in Instructional Leadership: A Meta-analytic Review of Studies Using the Principal Instructional Management Rating Scale (PIMRS). Educational Administration Quarterly, 52(4), 567-601. DOI: 10.1177/0013161X16638430.

[7].    Lu, J., Jiang, X., Yu, H., & Li, D. (2014). Building collaborative structures for teachers’ autonomy and self-efficacy: The mediating role of participative management and learning culture. School Effectiveness and School improvement, 26(2), 240-257DOI: 10.1080/09243453.2014.888086

[8].    Li, D. & C. W. Chen. (2013). Instructional Leadership, Transformational Leadership: A Comparison of Two Leadership Concepts. Advances in Education Research, 15, 120-125. (ISSN:2160-1070).

 

会议论文

[1].    Cheng, M.M.H. & Li, D. D. Y. (2019, Aug). Redefining practitioner research in the Asia-Pacific context. Paper presented at World Education Research Association 2019 Focal Meeting (WERA), 5 – 8 Aug 2019 in Tokyo, Japan.

[2].    Li, D. D. Y. (2019, Aug). Gender Diversity in Principal Instructional Leadership: A Systematic Review on Gender-related PIMRS Doctoral Studies. Paper presented at World Education Research Association 2019 Focal Meeting (WERA), 5 – 8 Aug 2019 in Tokyo, Japan.

[3].    Cheng, M.M.H. & Li, D. D. Y. (2019, July). Exploring effective teaching strategies in improving student lesson engagement: a study in senior secondary Liberal Studies classrooms in Hong Kong. Paper presented at the 19th Biennial Conference of International Study Association of Teachers and Teaching (ISATT), 1 – 5 July 2019 in Sibiu, Romania.

[4].    Wong, A. K. Y., Tang, S. Y. F., Li, D. D. Y., & Cheng, M. M. H. (2018, May). The teacher buoyancy scale: Development and psychometric analysis of a new scale. Paper presented at the 30th Association for Psychological Science (APS) Annual Convention, 24-27 May 2018 in San Francisco, USA.

[5].    Cheng, M.M.H. & Li, D.D. Y. (2018, April). Exploring student engagement, classroom environment, and critical thinking in secondary classrooms in an Asia-Pacific context. Paper presented at the Annual Meeting of the American Educational Research Association 2018, 13-17 April 2018 in New York, USA.

[6].    Li, D.D.Y. (2017, November). Teachers’ Gender and Their Perceived Principal Instructional Leadership: A Study in China. Paper presented at the WERA Focal Meeting & HKERA International Conference, 30 November – 2 December 2017 in Hong Kong SAR, China.

[7].    Cheng, M.M.H. & Li, D.D. Y. (2017, November). Facilitating the development of students’ critical thinking in secondary Liberal Studies classrooms in Hong Kong. Paper presented at the WERA Focal Meeting & HKERA International Conference, 30 November – 2 December 2017 in Hong Kong SAR, China.

[8].    Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2017, November). Redefining the contribution of fieldwork in initial teacher education to student teachers’ professional competence. Paper presented at the World Education Research Association, WERA 2017 Focal Meeting, 30 November – 2 December 2017 in Hong Kong, China.

[9].    Tang, S.Y.F., Wong, A.K.Y., Li, D.D. Y., & Cheng, M.M.H. (2017, May). The contribution of non-formal learning in higher education to student teachers’ professional competence. The 8th Teacher Education Advancement Network (TEAN) Conference, 11-12 May 2017 in Birmingham, United Kingdom.

[10]. Wong, A.K.Y., Tang, S.Y.F., Cheng, M.M.H., & Li, D.D. Y. (2017, April). Teaching motivation of the millennial generation: An exploration of pre-service teachers. Paper presented at the 2017 International Symposium on Education and Psychology, 4-6 April 2017 in Kyoto, Japan.

[11]. Li, D. & Rao, C. (2014, Jan.). Professional Learning Community and Principal Leadership in Song Ping Primary School: a case study in Mainland China. Paper presented at the 12th Annual Conference Hawaii International Conference on Education, Hawaii, U.S.

 

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