Results | University of Saint Joseph Research Output

Beyong Mirrors: Research Pathways (CeiDE 2013-2017). (2018). In Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls.

Classroom management strategies for children with emotional challenges: voices of special education teachers. (2019). University of Saint Joseph.

Culturally Responsive Teaching: Attitude and Practice among Teachers in Macau. (2019). [Research Report]. University of Saint Joseph.

Education for justice-oriented and participatory citizenship in a politicized era in Hong Kong. (2018). In Handbook of Research on Education for Participative Citizenship and Global Prosperity. Hershey, PA.

In search of aesthetic education: Student teachers’ perspective and practice with sensory-based approach in Infant Education. (2019). [Research Report]. University of Saint Joseph.

Preparing Pre-service Teachers to Become Effective Inclusive Practitioners: Impact on Self-Efficacy. (2019). [Research Report]. University of Saint Joseph.

Secondary Teachers’ Attitudes Toward Curriculum Reform in Macau. (2019). [Research Report]. University of Saint Joseph.

Use of apparatuses in science laboratory: developmental characteristics of didactical interactions. (2018). The International Education & Learning Review.

Agbenyega, J. S., Ikegami, K., & Rivalland, C. (2021). Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education (pp. 117–132). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000015010

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.

Bramley, C., & Morrison, K. (2023). Student engagement, higher education, and social justice: beyond neoliberalism and the market. Routledge. https://www.routledge.com/Student-Engagement-Higher-Education-and-Social-Justice-Beyond-Neoliberalism/Bramley-Morrison/p/book/9781032363073

"Student engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: -Student engagement in what? -Student engagement for what? -Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, action for social justice, and for students to engage in the struggle to resist neoliberalism, taking action to promote social justice, democracy, and the public good. This book is essential reading for educators, researchers, managers and students in higher education, social scientists and social theorists. It is a call to reawaken higher education for social justice, human rights, democracy and freedoms"--

Chris Cheung, H. W., So, M. Y. L., Choi, C. U. F., & Chow, C. F. P. (2018). The influence of SAR government performance on people’s trust toward Central government: Implications for Hong Kong and Macau civic education. Asian Education and Development Studies, 8(1), 47–58. https://doi.org/10.1108/AEDS-04-2017-0039

Purpose The purpose of this paper is to explore the influence of Special Administrative Region (SAR) performance on the “trust” of Hong Kong and Macau people, who “live” under similar context of “one country, two systems,” toward Beijing Central Government. The different perceptions, relating to the abovementioned issue, of the young peoples’ are also investigated. Implication for civic education in these two societies will be brought to light. Design/methodology/approach This study adopts secondary data analysis on the captioned topic. To further illustrate the said issue, this study reviews and analyzes data from protest campaigns in both societies. Findings This paper finds that the performance of Hong Kong and Macau SAR Governments has different impacts on the peoples’ “trust” toward Central Government. It may attribute to the different perceptions about the role of Central Government and levels of democratization in these societies. Civic education emphasizing the “core spirit” of “One country, two systems,” roles of SAR and Central Governments could enable young people better comprehend their relationship with Mainland China and their role as SAR–Chinese citizens. Originality/value This paper is an exploratory study for providing implications for further research on this topic.

Chu, K. W., Mak, M. C. K., Ng, M. H., Wong, U. W. K., Cheng, P. W., Tse, T. P. M., & Ho, G. W. S. (2023, November). Reciprocity in a school-university partnership project: Towards a Macau-based Give-Get Model [Conference]. The IV Uniservitate Global Symposium 2023, Manila, Philippine.

Chu, K. W., Mak, M. C. K., Tse, T. P. M., Cheng, P. W., Ho, G. W. S., & Ng, M. H. (2023, February). Developing programs for preschool children to enhance Chinese literacy: A Macau-based example. [Poster Presentation]. The 7th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2023), Hong Kong.

Chu, K. W., Mak, M. C. K., Tse, T. P. M., Cheng, P. W., Ho, G. W. S., Ng, M. H., & Ng, S. K. (2023, February). Developing programs for preschool children to enhance Chinese literacy: A Macau-based example [Poster Presentation]. The 7th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2023), Hong Kong.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053

Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in Education (0 ed.). Routledge. https://doi.org/10.4324/9780203720967

Cohen, L., Manion, L., Morrison, K., & Wyse, D. (Eds.). (2010). A guide to teaching practice (Rev. 5th ed). Routledge.

Correia, A. (2020). A figura feminina na ficção de Senna Fernandes: identidade, subalternidade e agência. In O Macaense. Identidade e cultura e quotidiano (pp. 51–62). Universidade Católica Portuguesa.

Correia, A. (2009). Assimetrias de Género. Ensino e Liderança Educativa. Fundação Manuel Leão.

Correia, A. (2015). Da aptidão à aspiração: um caminho por percorrer. CECS - Publicações / EBooks, 109–127. http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/article/view/2132