Dr HUANG, Xianhan
Dr HUANG, Xianhan
黃顯涵
Assistant ProfessorAcademic Unit of Teacher Education and Learning Leadership
Qualification
BEd, MPhil (BNU); PhD (CUHK)
[javascript protected email address]
Phone
(852) 3917 2448
Location
Room 628, Meng Wah Complex
Research Expertise
Teacher Education and Development
Chinese Language and Literature Education
Teaching Chinese as a Second/Foreign Language
Curriculum and Instruction
Prospective PhD/ EdD/ MPhil Applications
?I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Areas of Expertise
Teaching Areas:
Educational research methodology; Teaching Chinese as a second language; Assessment and evaluation; School-based curriculum; Teacher professional developmentResearch Interest:
Teaching for creativity; Informal teacher learning; Teacher identity; Adaptive instruction; Teacher self-efficacy;Curriculum and instructional designAwards
Faculty Outstanding Teaching Award-Team (Team Leader)
Projects
Principal Investigator,Conceptualizing the effects of informal teacher learning on adaptive instruction(2019-2021)
Principal Investigator,A closer look at teacher informal learning in Hong Kong (2017-2018)
Principal Investigator,Narrative positioning of pre-service Chinese language teachers in international schools (2017-2018)
Co-Investigator,A study of teams as agencies of distributing curriculum leadership practices in Hong Kong primary schools(2015-2017)
Co-Investigator,Using genre-based approach to enhance Chinese written composition performance byethnic minority students (2015-2016)
Principal Investigator,The concept and implementation of creative teaching in curriculum reform: Perspective of Hong Kong teachers (2013-2014)
Co-Investigator,Teacher professional identity in primary schools in Mainland China (2012-2013)
Co-Investigator,Teachers’ self-efficacy, teacher professional development community, and student learning community in higher education (2010-2012)
Co-Investigator,Research of Evaluation of University Baccalaureate Programmes in China (2008-2010)
Publications
REFEREED JOURNAL ARTICLES
Wang, C. & Huang, X. H.* (in press).Mapping trajectories of teacher leadership development: A study of Chinese teachers.Asia Pacific Journal of Education.10.1080/**.2021.**
Huang, X. H. * (2021). Constructing the associations between creative role identity, creative self-efficacy and teaching for creativity. Psychology of Aesthetics, Creativity, and the Arts.
Huang, X. H.*, Lin, C. H., Sun, M. Y., & Xu, P. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education.https://doi.org/10.1016/j.tate.2021.103491
Huang, X. H.* (2021). Striving for better teaching and student creativity development: Linking informal workplace learning and teaching for creativity. Thinking Skills and Creativity.https://doi.org/10.1016/j.tsc.2021.100889
Huang, X. H.*, & Wang, C. (2021). Pre-service teachers’ professional identity transformation: A positioning theory perspective. Professional Development in Education,1-18.https://doi.org/10.1080/**.2021.**
Huang, X. H.*, & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, 363–369. https://doi.org/10.1016/j.tate.2021.103363
Huang, X. H.*, Lin, C. H., & Lee, J. C. K. (2021). Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment. Teachers and Teaching, 27(1), 1–22. https://doi.org/10.1080/**.2021.**
Huang, X. H.*. & Lai, C. (2020). Connecting formal and informal workplace learning with teacher proactivity: A proactive motivation perspective. Journal of workplace learning, 32(6), 437–456. 10.1108/JWL-01-2020-0005
Huang, X. H.*, 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, 1–12. https://doi.org/10.3389/fpsyg.2020.01067
Lai, C., Huang, X. H.*, & Lam, T. F. (2020). Teachers’ Socio-spatial Practice in Innovative Learning Environments. Cambridge Journal of Education,50(4), 521–538. https://doi.org/10.1080/**X.2020.**
Huang, X. H.*, Shum, S. M. K., Tai, C. P., & Shi, D. (2019). Using Reading to Learning pedagogy to improve Chinese writing of ethnic minority students in Hong Kong: A quasi-experimental study. International Journal of Language and Linguistics, 7(5), 202–212. http://dx.doi.org/10.11648/j.ijll.**.14
Shum, S. M. K., Shi, D., Huang, X. H., Tai, C. P., & Yung, W. S. (2019). Using the Genre-based Approach in Teaching Chinese Written Composition to South Asian Ethnic Minority Students in Hong Kong. Writing & Pedagogy, 11(2), 253–283. https://doi.org/10.1558/wap.36916
Shum, S. M. K.*, Shi, D.,Huang, X. H., & Tai, C. P. (2019). Stepping into writing mystery: What are the Chinese writing difficulties of the South Asian ethnic minority students in Hong Kong? Journal of Educational Research and Reviews, 7(1), 1–9. https://doi.org/10.33495/jerr_v7i1.18.129
Huang, X. H.*, 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. https://doi.org/10.1016/j.tate.2019.04.017
Huang, X. H.*, Lee, J. C. K., & Dong, X. (2019). Mapping the factors influencing creative teaching in mainland China: An exploratory study. Thinking Skills and Creativity, 31, 79–90. https://doi.org/10.1016/j.tsc.2018.11.002
Huang, X. H.*, & Lee, J. C. K. (2018). Extend beyond the boundaries and nature of schooling: perspectives of public pedagogy. Journal of Curriculum Studies, 13(1), 77–91.
Huang, X. H.*, & Lee, J. C. K., & Law, H. F. (2017). The challenge and dilemma faced by teachers in curriculum reform: A case study in China. Teacher Education Research, 4, 92–97. 10.13445/j.cnki.t.e.r.2017.04.014
Lee, J. C. K. & Huang, X. H.* (2017). The development of Chinese instructional model. Primary Chinese, 4, 4–9.
Huang, X. H.*, & Lee, J. C. K. (2015). Mapping the interaction between high-stake testing and curriculum reform: A case study in mainland China. Curriculum and Teaching, 30(2), 81–98. 10.7459/ct/30.2.06
Huang, X. H.*, & Lee, J. C. K. (2014). Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives. Thinking Skills and Creativity, 15, 37–47. https://doi.org/10.1016/j.tsc.2014.11.003
Huang, X. H.*, Adamson, B., & Lee, J. C. K. (2014). The move to quality assurance in Chinese higher education: Tensions between policy and practices. London Review of Education, 12 (3), 286–299. 10.18546/LRE.12.3.04
Huang, X. H.*, & Lee, J. C. K. (2013). Analysis of the new senior secondary Chinese curriculum reform from multiple perspectives: Issues and challenges. Hong Kong Teachers’ Centre Journal, 11, 63–78.
Lee, J. C. K.*,Huang, X. H., Law, E. H. F., & Wang, M. H. (2013). Teachers’ professional identity and emotions in the context of curriculum reform: Chinese perspectives. Asia-Pacific Journal of Teacher Education. 41 (3), 271–287. https://doi-org.eproxy.lib.hku.hk/10.1080/**X.2013.809052
Lee, J. C. K.*, Zhang, Z. H., Song, H., & Huang, X. H. (2013). Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective. Australian Journal of Teacher Education, 38 (12), 120–146. http://dx.doi.org/10.14221/ajte.2013v38n12.3
Huang, X. H.*, & Lee, J. C. K. (2013). The transformation of assessment concepts in the West: Implications for Chinese curriculum reform. Research in Educational Development,20, 36–40. 10.14121/j.cnki.1008-3855.2013.20.006
Lee, J. C. K.*, Huang, X. H., & Zhong, B. L. (2012). Friend or foe: The impact of undergraduate teaching evaluation in China. Higher Education Review, 44(2), 5–25.
Lee, J. C. K.*, & Huang, X. H. (2012). The relationship between curriculum reform and College Entrance Examination. Chinese Social Sciences Today. Sep 19. 10.28131/n.cnki.ncshk.2012.003193
Huang, X. H.*, & Lee, J. C. K. (2011). Considering the key role of assessment in curriculum reform: A neglected issue. Tsinghua Journal of Education, 5, 56–61.
Huang, X. H.*, & Lee, J. C. K. (2011). A strategy for effective instruction: Feedback theory. Research in Education Development, 4, 43–47. 10.14121/j.cnki.1008-3855.2011.04.009
Huang, X. H., & Lee, J. C. K. (2011). Considering the practical difficulties of teacher development: From the perspectives of assessment reform and paradigm. Global Education, 40(1), 84–88.
Huang, X. H., & Lee, J. C. K. (2010). Changes of teaching approaches in curriculum reform: Exploration from constructive perspectives. Journal of Southwest University (Social Sciences Edition), 36(6), 55–60.10.13718/j.cnki.xdsk.2010.06.033
Lee, J. C. K., Huang, X. H., & Lee, Y. C. (2010). Teacher professional development in the shadow of the College Entrance Examination: Consideration and dilemma. Contemporary Education and Culture, 2(1), 92–97. 10.13749/j.cnki.cn62-1202/g4.2010.01.002
Lee, J. C. K., Huang, X. H., & Zhong, B. L. (2010). The trend of quality assurance in higher education: Hong Kong experience. Comparative Education Review, 32(1), 7–12.
Lee, J. C. K., & Huang, X. H. (2010). Creativity theory and practice in curriculum and instruction of higher education in Mainland Chinese and Hong Kong. Research of Higher Education in China, 1, 77–80.
Huang, X. H.*, & Lee, J. C. K. (2009). Review and reflection on the senior middle school Chinese language curriculum standard in mainland China. Hong Kong Teachers’ Centre Journal,8(1), 1–17.
Lee, J. C. K., Lu, J. C., & Huang, X. H. (2009). A Review of twenty-year curriculum and instruction research: Perspectives from Hong Kong and the Chinese Mainland. Journal of Southwest University (Social Sciences Edition), 35(4),66–74. 10.13718/j.cnki.xdsk.2009.04.039
BOOKS
Huang, X. H.(2019). The understanding and responding of Chinese teachers to the National College Entrance Examination. Beijing Normal University Publishing Group.
Lee, J. C. K., Huang, X. H., & Law E. H. F. (Eds.) (2016). Educational development in western China: Towards quality and equity. The Netherlands: Sense Publishers.
Lam, T. S., Xu, H., Lee, J. C. K., Chan, K. S. J., Huang, X. H., & Zhang, S. (Eds.) (2015). School curriculum change: Wisdom and challenges. Hong Kong: Academic and Professional Book Center.
CHAPTERS
Law, H. Y., Tam, H. P., Huang, X. H., & Lu, Y. J. (2018). Educational Systems and Mathematics Teacher Education Systems in Mainland China, Hong Kong and Taiwan. In Li, Y. P., & Huang, R. J. (Eds.), How Chinese Acquire and Improve Mathematics Knowledge for Teaching (pp. 9-35). Netherland: BRILL.
Huang, X. H., Lee, J. C. K., Zhang, Z., & Wang, J. (2016). Teacher commitment in northwest China: A comparative study of Han and Uighur teachers. In J.C.K. Lee, Z. Yu, X. H. Huang & E.H.F. Law (Eds.), Educational development in western China: Towards quality and equity (pp. 261-275). The Netherlands: Sense Publishers.
Lee, J. C. K., Yu, Z., Huang, X. H., & Law, E.H.F. (2016). Educational development in western China: Towards quality and equity. In J.C.K. Lee, Z. Yu, X. Huang & E.H.F. Law (Eds.), Educational development in western China: Towards quality and equity (pp. 1-20). The Netherlands: Sense Publishers.
Huang, X. H. (2015). Knowledge management and school-based curriculum. In C. Z. Li (Ed.), The design and development of school-based curriculum. Beijing: Beijing Normal University Publishing Group.
Huang, X. H., & Lee, J. C. K. (2013). The washback effects of the national college entrance examination on the curriculum reform in Mainland China. In E. H. F. Law & C. Z. Li (Eds).Curriculum Innovations in changing societies (pp.413-429). Rotterdam: Sense Publishers.
Huang, X. H., & Lee, J. C. K. (2013). Evil or not? Washback effects of the transformations of the National College Entrance Examination on curriculum reform. In H. F. Law & C. Z. Li (Eds.), Curriculum innovations for change in greater China (pp.413-431). Netherland: Sense Publishers.
Huang, X. H., & Wu, X. X. (2012). Chinese curriculum and instruction: Perspective of popular culture. In C. K. Lee & W. J. Ni (Eds.), Theoretical frontiers of contemporary Chinese education (pp. 56-79). Beijing: Higher Education Press.
Professional Community Services
Team member: Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching (2017-19)
Invited speaker on Teacher informal learning at Beijing Normal University (Zhuhai) (2020 Dec)
Invited speaker on how to conduct a case study at Sun Yat-sen University (2018 Oct)
Invited speaker on Qualitative research method at Southwest University (2012 Dec)
Invited speaker on Action research and school-based curriculum development at Shenzhen University (2011 Dec)
Invited speaker on Chinese curriculum and instruction at South China Normal University (2011 Jul)
Invited speaker on Instruction evaluation in higher education at the Chinese University of Hong Kong (2011 Jan)
Invited speaker on Chinese language teacher professional development and high stakes testing at Northwest Normal University (2009 Jul)
