許明得教授
教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2020/Prof_Hue.jpg
(852) 2948 7551
(852) 2948 7792
B1-2/F-10
mthue@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=18149
專門﹕學校指導 ﹑輔導﹑融合教育﹑行為管理及少數族裔學生的教育
PhD (2001) Institute of Education, University of London
M.Ed. (1996) University of Bristol, England
教學範疇
輔導與諮商
個人及社交發展
處理多樣性
融合教育
通識教育
研究領域
學校指導
輔導
融合教育
行為管理
少數族裔學生的教育
近期及正進行之研究計劃
Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belonging in Hong Kong (Principal Investigator, General Research Fund, 2020-2021)
Promoting wellness & positive learning community: Mindfulness, resilience and compassion (MRC) project for university staff and students, school teachers and students(Principal Investigator, FEHD Self-financing Activity Funds, 2019-2021)
Understanding academic dishonesty among Hong Kong university students: Influences of personal and contextual factors (Co-Investigator, General Research Fund, 2019-2020)
A study of development of ethnic minority students’ sense of belonging in Hong Kong (Principal Investigator, Block Grant Faculty Fund, 2018-2020)
Integrating the flipped classroom paradigm into issue-based enquiry learning and teaching: Design-based research on teachers' in-class and out-of-class facilitation strategies (Co-Investigator, General Research Fund, 2018-2020)
Building resilience in classroom: Developing school-based mindfulness and self-compassion programme for teachers and students (Co-Investigator, Departmental Funding, 2018-2019)
Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belongingness in Hong Kong (Principal Investigator, Internal Research Grant, 2017-2018)
Harnessing mobile technology in outdoor experiential learning: Teacher facilitation in context-aware social inquiry activities in formal school education (Co-Investigator, General Research Fund, 2016-2018)
YWCA Jockey Club Walk Along with kids and families project (Principal Investigator, Hong KongYoung Women's Christian Association, 2016-2018)
Understanding the Longitudinal Processes of Acculturative and Enculturative Stress on the Well-being of Mainland Chinese Emerging Adults in Hong Kong (Co-Investigator, Departmental Collaborative Fund, 2016-2017)
Neither Immigrants nor Citizens”: Constructing citizenship values in a transnational context for Hong Kong’s ethnic minority students (Principal Investigator, General Research Fund, 2015-2017)
Expanding the discourse of cultural responsiveness: Understanding ethnic minority students’ identities and belongingness in Hong Kong’s post-colonial context (Principal Investigator, Internal Research Grant, HKIEd, 2015-17)
Promoting multi-cultural teaching beliefs and practices in culturally responsive preschools in Hong Kong (Co-Investigator, General Research Fund, 2014-2017)
Creating culturally responsive classrooms in a Chinese context: A study of teacher and school attitudes to multicultural teaching competence in Hong Kong schools(Principal Investigator, General Research Fund, 2013-2017)
Exploring cultural diversity in Chinese classrooms: Can assessment environment cater for the needs of ethnic minority students in Hong Kong? (Co-investigator, General Research Fund, 2009-2012)
A pilot study on mindfulness - Intervention and well-being, attention level and stress level of Hong Kong student (Principal Investigator, Internal Research Grant, HKIEd, 2008-2009)
Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools(Principal Investigator, 2008-2009)
Developing culturally responsive approaches to pastoral care: A narrative study of cross-cultural experience of ethnic minority students in Hong Kong secondary school (Principal Investigator, Internal Research Grant, HKIEd, 2008-2009)
The new senior secondary curriculum in schools - A study on policy and practice(Principal Investigator, 2008-2009)
Academic paper modification: "The cross-cultural experience of the immigrant students in Hong Kong secondary schools: Negotiating a curriculum of diversity"(Principal Investigator, 2006)
Educational provision for ethnic minority students in Hong Kong: Meeting the challenges of the proposed Racial Discrimination Bill (Co-Investigator, Public Policy Research Fund, RGC, 2006-2009)
A study on the learning situation of educationally disadvantaged students in a Hong Kong mainstream primary school from the multicultural perspective (Co-Investigator, Internal Research Grant, HKIEd, 2006-2007)
Social construction of classroom discipline in Hong Kong secondary schools (Principal Investigator, Internal Research Grant, HKIEd, 2005-2006)
Developing interactive teaching resources for four core module in the Bachelor education programmes (Co-investigator, Teaching Development Grants, HKIEd, 2005-2006)
Enhancing active teaching and learning by the use of questioning skill - Teacher development and resources production on 4 key learning areas in primary schools (Co-investigator, Teaching Development Grants, HKIEd, 2004-2005)
An institute-school partnership initiative to foster pre-service teachers’ understanding of classroom knowledge and skills (Co-investigator, Projects and Initiative Fund, HKIEd, 2003-2005)
Teachers assessment practices and their relationship to new assessment requirement (Co-investigator, Internal Research Grant, HKIEd, 2003-2004)
Teachers’ and students’ constructs of classroom discipline in two Hong Kong secondary schools (Principal Investigator, HKIEd Small Scale Research Fund, 2003-2004)
期刊論文
Karim, S., & Hue, M. T. (2021). Behavioural acculturation of young Pakistani students in Hong Kong: A qualitative inquiry. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1960485
Karim, S., Hue, M. T., & Ullah, R. (2021). Acculturative challenges among Pakistani secondary school students in Hong Kong. International Journal of Intercultural Relations, 82, 1-11.https://doi.org/10.1016/j.ijintrel.2021.02.006
Kam, C. C. S., Hue, M. T., Cheung, H. Y., & Risavy, S. D. (2020). Factor structure of the attitudes toward cheating scale: An exploratory structural equation modeling analysis.Current Psychology, 39(5), 1843-1852.
Karim, S., &Hue, M. T.(in press).Acculturation and sense of belonging: A study of young Pakistani students in Hong Kong.Asian Ethnicity.doi:10.1080/14631369.2020.1807911
Cheung, R. Y. M., Bhowmik, M. K., &Hue, M. T.(2020). Why does acculturative stress elevate depressive symptoms? A longitudinal study with emotion regulation as a mediator.Journal of Counseling Psychology, 67(5), 645-652.
Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education, 45(7), 1-14.
Ng, H. Y., Kennedy, K. J., & Hue, M. T. (2019). What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth. Asian Ethnicity, 20(2), 228-249.
Jong, M. S. Y., Chan, T.,Hue, M. T., & Tam, V. W. L. (2018). Gamifying and mobilising social enquiry-based learning in authentic outdoor environments.Journal of Educational Technology & Society21(4), 277-292.
Kam, C. C. S.,Hue, M. T., & Cheung, K. C. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong.Ethics & Behavior,28(4), 316-335.
Ng, H. Y., Kennedy, K. J., &Hue, M. T.(2018). What contributes to ethnic minorities’ identification with Hong Kong?The cases of South Asian and Filipino youth.Asian Ethnicity. doi:10.1080/14631369.2018.1507725
Cheung, H. W., Kennedy, K. J., Leung, C. H., &Hue, M. T.(2018). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context.British Journal of Religious Education,40(2), 158-168.
Bhowmik, M. K., Cheung, R. Y. M., &Hue, M. T.(2018). Acculturative stress and coping strategies among Mainland Chinese university students in Hong Kong: A qualitative inquiry.American Journal of Orthopsychiatry,88(5), 550-562.
Kam, C. S., Hue, M. T.& Cheung, H. Y.(2018).Academic dishonesty among Hong Kong secondary school students: Application oftheory of planned behavior.Educational Psychology, 38(7), 945-963.
Bhowmik, M. K., Kennedy, K. J., &Hue, M. T.(2018).Education for all – But not Hong Kong’s ethnic minority student.Race, Ethnicity and Education,21(5), 661-679.
Leung, C. H., &Hue, M. T.(2017). Understanding and enhancing multicultural teaching in preschool.Early ChildDevelopmentand Care,187(12), 2002-2014.
Cheung, H. Y., Teo, T., & Hue, M. T. (2017). Modeling the relationships among emotional intelligence, sensation seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research, 20(5), 569-589. doi:10.1080/13669877.2015.1100657
Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2016). Educational contributions to students' belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth, 22(2), 226-237. doi:10.1080/02673843.2016.1157827
Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Reciprocal influences between self-assessed emotional intelligence and self-esteem. International Journal of Adolescence and Youth, 20(3), 295-305.
Hue, M. T., & Kennedy, K. J. (2015). Promoting cultural responsiveness: Teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools. Teachers and Teaching: Theory and Practice, 21(4), 289-304.
Hue, M. T., Leung, C. H., & Kennedy, K. J. (2015). Student perception of assessment practices: Towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability, 27(3), 253-273.
Hue, M. T., & Lau, N. S. (2015). Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3), 381-401.
Kennedy, K., Hue, M. T., & Bhowmik, M. (2015). Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students. Assessment Matters, 8, 53-75.
Cheung, C. K, Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology: Interdisciplinary and Applied, 149(1), 63-84.
Hue, M. T., & Kennedy, K. J. (2014). Creating culturally responsive environments: Ethnic minority teachers' constructs of the cultural diversity of students in Hong Kong secondary schools. Asia Pacific Journal of Education, 34(3), 273-287.
Hue, M. T., & Kennedy, K. J. (2014). The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools: From policy to practice. Revista Española de Educación Comparada,23(1), 117-134.
Hue, M. T., & Kennedy, K. J. (2013). Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Pastoral Care in Education, 31(4), 292-308.
Hue, M. T., & Kennedy, K. J. (2012). Creation of culturally responsive classrooms: Teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools. Intercultural Education, 23(2), 119-132.
Hue, M. T. (2012). Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling, 40(2), 143-156.
Lau, N. S., & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 305-320.
Kennedy, K. J., & Hue, M. T. (2011). Researching ethnic minority students in a Chinese context: Mixed methods design for cross cultural understandings. Comparative Education, 47(3), 343-354.
Hue, M. T. (2011). Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective. Pastoral Care in Education, 29(4), 261-272.
Hue, M. T. (2010). The challenge of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools, Educational Studies, 36(4), 357-370.
Hue, M. T. (2010). Aestheticism and spiritualism: A narrative study of the exploration of self through the practice of Chinese calligraphy. Journal of Aesthetic Education, 44(2), 18-30.
Hue, M. T. (2010). Influence of Taoism on teachers’ definitions of guidance and discipline in Hong Kong secondary schools. British Educational Research Journal, 36(4), 597-610.
Hue, M. T. (2010). Educational planning for school guidance: Teachers’ narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools. Educational Planning, 19(2), 34-45.
Hue, M. T. (2009). Promotion of spiritual development: Exploration of the self and spiritualism through the practice of Chinese calligraphy. Pastoral Care in Education. 27(1), 63-76.
Hue, M. T. (2008). Cross-cultural experiences of immigrant students from mainland China in Hong Kong secondary schools. Ethnography and Education, 3(3), 229-242.
Hue, M. T. (2008). The influence of Confucianism: A narrative study of Hong Kong teachers' understanding and practices of school guidance and counselling. British Journal of Guidance & Counselling, 36(3), 303-316.
Hue, M. T. (2007). Emergence of Confucianism for teachers' definitions of guidance and discipline in Hong Kong secondary schools. Research in Education, 78(Nov), 21-33.
Hue, M. T. (2007). The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools. Educational Review, 59(3), 343-362.
Hue, M. T. (2007). The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Pastoral Care in Education, 25(2), 38-45.
Hue, M. T. (2005). The influences of Chinese culture on teacher-student interaction in the classrooms of Hong Kong secondary schools. Australian Curriculum Studies Association, 25(3), 37-43.
Hue, M. T. (2002). School guidance and discipline: Teachers’ and students construct of classroom knowledge in two Hong Kong secondary schools.Educate-The London Journal of Doctoral Research in Education, Institute of Education, University of London,1, 23-35.
出版書籍
Hue, M. T. (Ed.). (2017). School counselling in Chinese context: School practice for helping students in needs in Hong Kong (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.
Phillion, J., Hue, M. T., & Wang, Y. (Eds.) (2011). Minority Students in Far East Asia: Government Policies, School Practices and Teacher Responses. New York: Routledge.
Hue, M. T., & Li, W. S. (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press.
許明得、李偉成（2008）:《有效課堂管理：營造積極學習氣氛》，香港，香港大學出版社。
書籍章次
Hue, M. T. (2021). Life education, positive education and character education in greater China: Theory, research and practice. In J. C. K. Lee, Y. W. Yip & H. M. Kong (Eds.), Life and Moral Education in Greater China (pp. 235-250). Oxon and New York: Routledge.
Cheung, H. W. C., Bhowmik, M. K., Kennedy, K. J., Ng, H. Y., &Hue, M. T.(2020). Religious and ethnic identification of minoritized youth in Hong Kong: Exploring acculturation outcomes. InE. Delgado-Algarra, & J. Cuenca-López (Eds.),Handbook of Research on Citizenship and Heritage Education(pp. 332-351). Hershey PA, USA: IGI Global.
Hue, M. T. (2020). Behavioral disorder: Theory, research, and practice. In A. J. Martin, R. A. Sperling & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 220-238).New York, NY: Routledge
Jong, M. S. Y., Cheung, K. K. F., Jiang, Y. C., Chan, T., Tam, V., & Hue, M. T. (2018). Mobile outdoor inquiry-based learning activities in Hong Kong. In D. Wu & Y. J Y (Eds.), Case studies of ICT in education worldwide 2016–2017 (pp. 38–56). Beijing: Being Normal University Press.
Hue, M. T. (2018).Introduction: Seeking equity in education for Asia’s ethnic minorities. In K. Kennedy &J. C. K.Lee (Eds.),Routledge International Handbook of Schools and Schooling in Asia(pp. 805-807). New York: Routledge.
Hue, M. T. (2018).Promoting cultural responsiveness and multicultural competency in Hong Kong schools. In K. Kennedy &J. C. K.Lee (Eds.),Routledge International Handbook of Schools and Schooling in Asia(pp. 819-828). New York: Routledge.
Bhowmik, K., & Hue, M. T. (2018). Education for ethnic minority young people in Hong Kong: What school factors make them unsuccessful? In K. Kennedy &J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia(pp. 808-818). New York: Routledge.
Hue, M. T.(in press) (2017). Promoting culturally responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools. In I. H. Amzat & N. P. Valdez (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 179-191). Oxon, UK: Routledge.
Hue, M. T. (2017). School counselling in Hong Kong schools and cultural influence. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 3-18). New York: Routledge.
Hue, M. T. (2017). Building a culturally responsive guidance programme: Attending to the counselling needs of ethnic minority students. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 139-152). New York: Routledge.
Hue, M. T. (2017). Moving school counselling forward. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 171-179). New York: Routledge.
Hue, M. T. (2017). The challenges of promoting cultural responsiveness: Narratives of cultural diversity and the cultural competency in Hong Kong schools. In D. Sharps (Ed.), Handbook on comparative and international studies in education (pp. 585-598). USA: Wiley-Blackwell.
Hue, M. T. (2013). Crisis management and its application to school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice (pp. 219-238). Hong Kong: Hong Kong University Press.
Hue, M. T. (2012). New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 123-130). New York: Routledge.
Hue, M. T. (2011). Crisis management and its practices for school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice(pp.181-198). Hong Kong: Hong Kong University Press. (In Chinese).
許明得（2011）：危機管理及其在學校輔導的應用，輯於陸方鈺儀、李文玉清編，《學校輔導：趨勢與實務》，（頁181-198），香港，香港大學出版社。
Hue, M. T. (2007). Classroom management for children with diverse learning needs. In S. N. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special (pp. 459-486). Hong Kong: Hong Kong University Press.
許明得（2005）：利用同儕互助小組的形式推動教師專業發展，輯於許景輝、李偉成編《領袖教師與教師專業發展》，（頁37-43），香港，匯智出版有限公司。
Hue, M. T. (2003). Strategic planning for curriculum change. In H.F. Law & B.H. Lam (2003) (Eds.),Curriculumleadership forcurriculumdevelopment. Hong Kong: Quality Education Fund.
學術會議論文
Hue, M. T., & Karim, S. (2021, August). Multicultural education: A source of belongingness and inclusive education for immigrant youth. Paper presented at the 14^th 2020 KAME International Academic Conference.
Jong, M. S. Y., Chen, G., Tam, V. W., Hue, M. T., Chen, M., & Weng, X. (2021, August). Gamification of flipped classroom: FIBER vs. G-FIBER. Paper presented at the 7th International Symposium on Educational Technology (ISET)(pp. 270-274).
Wu, K. F., Chui, W. H., Hue, M. T., & Yau, A. (2021, July). Why students plagiarise: Corrupted morals or failed education? Paper presented at the 9^th European Conference on Education (ECE2021), London, UK.
Hue, M. T. (2019, September).Making inclusion possible: Experience of special educational needs coordinators (SENCOs) in Hong Kong schools. Paper presented at the Special Education International Conference (SEIC) 2019, Sepang, Malaysia.
Hue, M. T. (2019, July). Promotion of inclusive education: Special educational needs coordinators (SENCOs) definition of their role and experience in Hong Kong schools. Paper presented at the 6th The London School of Management Education (LSME) - International Research Conference, London, The United Kingdom.
Hue, M. T. (2019, July). Collaborative and evidence-based approach to the promotion of inclusive education. Paper presented at the 3rd International Conference on Special Education (ICSE2019), Surabaya, Indonesia.
Hue, M. T. (2019, May).Teachers’ narratives of cultural responsiveness and multicultural competency in Hong Kong schools. Paper presented at the 2019 Korean Association for Multicultural Education (KAME) International Conference, Seoul National University, Seoul, Korea.
Hue, M. T. (2018, October).Managing diversity and ethnic minority education. Paper presented at the Fifth Forum on Inclusive and Equitable Education for All in Hong Kong, The Education University of Hong Kong, Tai Po, Hong Kong, China.
Hue, M. T. (2018, July).Collaborative and evidence-based approach to the promotion of SEN children’s wellbeing.Paper presented at the Child's World Conference 2018 - New Shoes New Direction, Aberystwyth University,Penglais Campus, Aberystwyth, Wales, UK.
Hue, M. T., &Bhowmik, M.K.(2018, May).Acculturation and identity in an Asian context: The case of ethnic minority youth in Hong Kong.Paper presented at the 20^thAnnual Children’s Identity and Citizenship European Association and the 2^ndJoint CITIZED Association Conference (CiCea/CitizED Conference 2018), Warsaw, Poland.
Bhowmik, M. K., Kennedy, K. J.,Hue, M. T., & Ng, H. Y. (2017, November).Identities of Hong Kong’s ethnic minority youth: A socioecological perspective. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
Cheung, H. W. C., Kennedy, K. J.,Hue, M. T., & Leung, C. H. (2017, November).The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development.Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
Hue, M. T. (2017, October).Experience of local schools: Collaborative and evidence-based approach to special needs and inclusive education. Paper presented at SCMP EdTalk: Special Needs & Inclusive Education 2017, Hong Kong, China.
Kennedy, K.,Hue, M. T.,& Bhowmik, M. (2017, July).Self-efficacy and pan ethnic identity: The role of resilience in coping with minority status. Paper presented at the European Congress of Psychology, Amsterdam, Holland.
Kennedy, K.,Hue, M. T., Bhowmik, M., & Ng, H. Y. (2017, June).Intersectionality and identity in an Asian context: The case of Pakistani youth in Hong Kong. Paper presented at the CiCea / Jean Monnet Network 2017 Conference “Reaffirming Citizenship Education in an Uncertain World”,Brugge, Belgium, Germany.
Hue, M. T. (2017, May).Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at International Conference on Innovative Pedagogy,Banda Aceh, Indonesia.
Hue, M. T. (2017, April). Promotion of cultural responsiveness: Ethnic minority students’ constructs of ethnic diversity and identity in Hong Kong secondary schools. Paper presented at International Conference on Responsible Research and Transformation in Education, London, The United Kingdom.
Cheung, H. W. C., Kennedy, K. J., & Hue, M. T. (2016, December). The influence of religious education on Hong Kong students’ civic and social values development. Paper presented at the Hong Kong & Macao SAR Youth: Identity, Citizenship Education and Civic Participation 2016 Conference, the Education University of Hong Kong, Hong Kong.
Hue, M. T. (2016, November). Promoting culturally responsiveness and multicultural competency in Hong Kong schools. Paper presented at The 9^th International Conference on Educational Research, Faculty of Education at Khon Kaen University, Thailand.
Hue, M. T. (2016, October). Special preparation for students of special education in conducting teaching practice. Paper presented at International Teacher Education Conference on Teaching Practice at Sultan Idris Education University, Malaysia.
Hue, M. T. (2016, April). Promoting cultural responsiveness and multicultural competency through the Classroom Experience of Teachers in Hong Kong schools. Paper presented at the American Educational Research Association 2016 Annual Meeting, Washington, D.C., USA.
Hue, M. T. (2016, January). Promoting teachers’ multicultural competency and cultural responsiveness in Hong Kong schools. Paper presented at International Conference on Responsible research in Education and Management and its Impact, London, the United Kingdom.
Cogburn, D. L., Low, L. C., & Hue, M. T. (2015, July). The role of innovation to enhance learning initiatives and practices. Paper presented at the 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Centara Government Complex Hotel & Convention Centre, Bangkok, Thailand.
Jong, M. S. Y., Ho, E., S. C., Tam, V., Hue, M. T., Shang, J., Tsai, C. C., et al. (2015, April). How are teachers concerned about harnessing EduVenture in outdoor inquiry learning? Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.
Hue, M. T. (2015, July). From policy to practice: Challenges of enhancing learning initiatives of students with SEN in Hong Kong mainstream schools. Paper presented at The 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Bangkok, Thailand.
Hue, M. T. (2015, April). Creating a culturally responsive classroom: Teachers' narratives of their influence on ethnic minority students' performance and home-school collaboration. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.
Hue, M. T. (2015, April). Exploring cultural approach for school counselling: Use of mindfulness for promoting students’ well-being in Hong Kong secondary schools. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.
Hue, M. T. (2014, December). Supporting schools and teachers in meeting the rights of education of ethnic minorities. Paper presented at Hong Kong education policy roundtable forum: Collaborating for Hong Kong education development, The Hong Kong Institute of Education, Hong Kong, China.
Hue, M. T. (2014, September). From policy to practice: Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at Lunch Research Series VII, Faculty of Education, Universidade De Macau, Macau.
Hue, M. T. (2014, September). Promoting teachers’ multicultural competency: Challenge of creating a culturally responsive classroom for ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research 2014, Khon Kaen University, Thailand.
Hue, M. T. (2014, July). Building cultural responsive classrooms: Teachers’ narratives of multicultural competency and cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at the 28^th International Congress of Applied Psychology (ICAP), Paris, France.
Hue, M. T. (2014, April).Creating a culturally responsive classroom in Hong Kong secondary schools. Paper presented at Chinese American Educational Research and Development Association 2014 Annual Meeting, Philadelphia, USA.
Hue, M. T. (2014, April).From a Philosophical perspective: Influences of Confucianism and Buddhism on school guidance and counselling. Paper presented at Business Meeting of Confucianism, Taoism and Education SIG, American Educational Research Association, Philadelphia, USA.
Hue, M. T. (2013, July).From policy to practice: Challenges of ethnic minority education and the promotion of culturally responsive classroom in Hong Kong secondary schools. Paper presented at a global social sciences conference: Education, Ethnicity and Inequality Symposium: Issues and Insights, organized by the Department of Education Studies, the Hong Kong Baptist University, Hong Kong.
Hue, M. T. (2013, April).Developing a mindfulness approach of school guidance for promoting students’ well-being in two Hong Kong secondary schools. Paper presented at American Educational Research Association, San Francisco, USA.
Hue, M. T. (2013, April).Managing Cultural Diversity in HK Classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration. Paper presented at American Educational Research Association, San Francisco, USA.
Hue, M. T. (2012, May).Building a connected classroom for managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Symposium on Classroom Management and Motivation for Learning, organized by Kennesaw State University (USA) and Hubei University of Education (China), at Hubei University of Education Campus, Hubei, China.
Hue, M. T. (2012, April).Teachers’ conceputalization of a ‘new’ rationale for cultural responsiveness and diversity management in Hong Kong secondary schools. Paper presented at CAERDA, Vancouver, Canada.
Chu, S. S. W., Hue, M. T., & Chung, K. K. H. (2011, December). What Dyslexia policy and practices work for Chinese primary school children in Hong Kong? Paper presented at the International Conference on Addressing Student Learning Diversity 2011, HKIEd, Hong Kong.
Hue, M. T. (2011, September).Exploring Cultural Diversity in Chinese Classrooms: Can classroom environments cater for the needs of ethnic minority students in Hong Kong? Paper presented at ICER, Khon Kaen, Thailand.
Hue, M. T. (2011, July).Creating a culturally responsive school: Fulfilling the diverse needs of ethnic minority students in Hong Kong secondary schools. Paper presented at the 12^th European Congress of Psychology, Istanbul.
Hue, M. T. (2011, June).Developing inclusive approaches to school guidance: teachers’ narratives about including students with SEN in a regular Hong Kong secondary school. Paper presented at research meeting, organized the Department of Special Education and Counselling, HKIEd, Hong Kong.
Hue, M. T. (2011, April). The dynamic of guidance and discipline: Teachers’ narrative of fulfilling the diverse needs of students with SEN in a regular school in Hong Kong. Paper presented at the 2011 Chinese American Educational Research and Development Association International conference: Curriculum, instruction, research, and practice in education in the 21st century, New Orleans Marriott Hotel, New Orleans, LA.
Hue, M. T. (2010, December). Beyond the classroom: Connecting Home and school for ethnic minority Students. Paper presented at the 2^nd East Asian International Conference on Teacher Education Research, HKIEd, Hong Kong.
Hue, M. T. (2010, November). Teachers’ narratives of multicultural responsiveness to the diverse needs of ethnic minority students in Hong Kong schools. Paper presented at Asia-Pacific Educational Research Association (APERA), Kuala Lumpur, Malaysia.
Hue, M. T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand.
Hue, M.T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand.
Hue, M. T. (2010, May).Building up culturally responsive schools: Fulfilling the diverse needs of ethnic minority students. Paper presented at Hong Kong Institute for the Humanities and Social Sciences and Women’s Studies Research Centre, University of Hong Kong.
Hue, M. T. (2010, May). School guidance and discipline: Challenge of promoting resiliency in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Denver.
Hue, M. T. (2009, November). School guidance and discipline: Teachers’ and students’ narratives of promoting resiliency in Hong Kong schools. Paper presented at International Conference on Primary Education 2009: The Future is Theirs: Visions for Primary Education in the Twenty First Century, The Hong Kong Institute of Education, Hong Kong.
Hue, M. T. (2009, September). Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools. Paper presented at the International Conference on Educational Research (ICER) 2009: Learning Community for Sustainable Development, Khon Kaen University, Thailand.
Kennedy, K. J., & Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: Towards multiculturalism in Hong Kong? Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore.
Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: School practitioners' narratives of caring in Hong Kong secondary schools. Paper presented at the Asia-Pacific Educational Research Association Conference 2009: Educational research for innovation & quality in education: Policy & pedagogical engagements across contects, NIE, Singapore.
Hue, M. T. (2009, April). Creating a culturally responsive classrooms: The diverse needs of ethnic minority students. In Policy, action and theory: Cross-cultural experience and ethnic minority students in the US, Canada, Australia and Hong Kong. Symposium conducted at the Annual Meeting of Amerian Education Research Association, San Diego.
Hue, M. Y. (2009, April). Promoting culturally responsive approaches to caring: The constructs of the cross-cultural experience of ethnic minority students in two Hong Kong primary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined inquiry: Education research in the circle of knowledge, San Diego.
Hue, M. T. (2009, April). From the perspective of Daoism: Teachers’ narrative of behavior management in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA.
Hue, M. T., & Lau, Y. S. (2009, March).Promotion of mindfulness: Creating favourable conditions for spiritual education.Paper presented at the Asia-Pacific Conference on Children’s Spirituality, the Hong Kong Institute of Education, Hong Kong.
Hue, M. T. (2009, February).What we can learn from the school experience of ethnic minority students. Paper presented at Seminarof Educational Provision for Ethnic Minority Students, the Hong Kong Institute of Education, Hong Kong, China.
Kennedy, K. J., & Hue, M. T. (2008, November). Building up culturally responsive schools: Hong Kong teachers’ views of teaching efficacy and cross-cultural experience of ethnic minority students. Paper presented at the Asia-Pacific Educational Research Association (APERA) Conference 2008: Educational Research for Innovation & Quality in Education: Policy & Pedagogical Engagements Across Contexts, National Institute of Education, Singapore.
Hue, M. T. (2008, September). Teachers' narratives of the ethnic identity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research: Learning community for sustainable development, Khon Kaen, Thailand.
Hue, M. T. (2008, March).Teachers’ responses to the educational provision for ethnic minority students in Hong Kong schools. Paper presented at the Symposium: Ethnic minority students’ experience of language, culture and identity development in USA, Canada and Hong Kong China, at the Annual Meeting of American Educational Research Association (AERA), New York, USA.
Hue, M. T. (2008, March).Influence of Confucianism on teachers’ knowledge of behaviour management in Hong Kong schools.Paper presented at the Annual Meeting of American Educational Research Association (AERA), New York, USA.
Hue, M. T. (2008, March).Emergence of Confucianism from teachers’ constructs of guidance and discipline in Hong Kong schools. Paper presented at Chinese American Educational Research and Development Association, New York.
Hue, M. T. (2008, March). Cross-cultural experience of ethnic minority students in Hong Kong schools. In Ethnic minority and immigrant students' experience of language, culture and identity development in Hong Kong, Canada, and US. Symposium conducted at the Annual Meeting of American Educational Research Assoication, New York.
Kennedy, K. J., Hue, M. T., & Tsui, K. T. (2008, February). Comparing Hong Kong teachers' sense of efficacy for teaching Chinese and non-Chinese students. Paper presented at the Annual Conference of the Comparative Education Society of Hong Kong, Hong Kong.
Hue, M. T. (2007, April). Contested curriculum in Hong Kong: Confucianism, taoism, legalism, capitalism and colonialism. Paper presented at the 6th Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA.
Hue, M. T. (2007, April), The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Chicago, USA.
Hui, S. K. F., Li, W. S., Him, T. K., Chan, K. W., & Hue, M. T. (2006, April). Experience of a Hong Kong school to use a peer support group for promoting teachers’ professional development. Paper presented at the Conference on Education Development in Chinese Society, Faculty of Education, University of Macau.
Hui, S. K. F., Hue, M. T., Yeung, S. Y., Li, W. S. (2006, March). From peer support to teacher leaders. Paper presented at the School Development Conference in Tsuen Wan and Kwai Tsing District, theEducation and Manpower Bureau, Hong Kong.
Hue, M. T. (2005, October). The social construction of classroom behaviour in Hong Kong secondary schools. Paper presented at the International Forum on Teacher Education: Teacher Education Reform, Teacher Professional Standards and School-based Teacher Development, Shanghai, China.
Hue, M. T. (2005, October).Social construction of effective classroom discipline in Hong Kong junior secondary schools.Paper presented at International Teacher Education Forum, UNESCO Asia and Pacific Regional Bureau for Education, East China University, Shanghai.
Hue, M. T. (2005). The Cross Cultural Experience of the Mainland China Immigrant Students in Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.
Hue, M. T. (2005). Teachers’ Construction of Classroom Discipline in Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.
Hue, M. T. (2005). Teacher Leadership and Professional Development in Hong Kong: Developing a Peer Support Group for Promoting Teachers’ Professional Development. A symposium paper presented, on 2nd December 2005, at the 40th Anniversary International Conference, Faculty of Education, The Chinese University of Hong Kong.
李偉成、許景輝、陳錦榮、許明得、林德成、謝加謙及楊思慧（2005，12）：領袖教師：從課程領導引申的專業發展課題與啓示，論文發表於「香港中文大學教育學院40周年紀念國際研討會」，香港。
Hue, M. T. (2004, April). Hong Kong school practitioners' constructs of the identity of newly arrived students from mainland China. Paper presented at the Annual Meeting of American Educational Research Association: Enhancing the Visibility and Credibility of Educational Research, San Diego, CA.
Hue, M. T. (2004, April). From the perspective of social psychology: How Chinese culture links to the practices of guidance and discipline in two Hong Kong secondary schools. Paper presented at the 3rd Annual Meeting of American Association for the Advancement of Curriculum Studies, San Diego, CA.
Hue, M.T. (2004). Managing the Diversity of Student Needs: The Constructs of the Identity Of Newly Arrived Students from Mainland China in two Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association. (AERA), San Diego, USA.
Hue, M. T. (2003, October).Classroom teaching and learning: A study of teachers’ and students’ definition of situation in five Hong Kong secondary schools.Paper presented at The First Triennial Meeting of the International Association for the Advancement of Curriculum Studies, Shanghai, China.
Hue, M. T. (2003).How school guidance and discipline affect the delivery of curriculum in two Hong Kong secondary schools.Paper presented at the 2^ndAnnual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA.
其他出版
Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press.
Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press (In Chinese).
Hue, M. T. (2009). IES Skills for Liberal Studies: Learning Portfolio. Hong Kong: Times Publishing (Hong Kong) Limited.
Hue, M. T. (2009). IES Skills for Liberal Studies: Teacher's Guide. Hong Kong: Times Publishing (Hong Kong) Limited.
許明得（2009）:《獨立專題探究全攻略》，香港，時信出版有限公司。
許明得（2009）:《獨立專題探究全攻略：學習歷程檔案》，香港，時信出版有限公司。
社區及專業服務
Hue, M. T. (2014, November), Creating a positive learning environment, Workshop for a college.
Hue, M. T. (2014, June), Being a model school for Multicultural Education, Talk given at a Graduation Ceremony for a primary school.
Hue, M. T. (2012, July), Be creative and cooperative: what can we learn in the play of domino show? Talk given to a secondary school.
Hue, M. T. (2012, January), Tips for successful interviews, Workshop for a school.
Hue, M. T. (2011, March), Enhancing your educational aspiration, Workshop for a school.
Hue, M. T. (2010, October), Whole School Approaches to Supporting the Students with SEN, consultancy and research service for a school.
Hue, M. T. (2009, July), Project learning in classroom and beyond, Talk given to a school.
Hue, M. T. (2009, July), Enriching your life with different cultures, Talk given to a primary school.
Hue, M. T. (2009, March), Challenges of Liberal Studies Curriculum: Leading your students to learn effectively throughout the journey of Independent Enquiry Studies (IES), Talk given to teachers at Hong Kong Productive Center.
Hue, M. T. (2008, November), Emotional growth and Learning, Talk given to a school.
Hue, M. T. (2006, May), Catering for the Individual Difference among Pupils: Creative Classroom and Thinking, Workshop for a primary school.
Hue, M. T. (2006, March), Use of Peer Support Group for Promoting Teachers’ Professional Development, Talk given at a seminar for primary in-service teachers, organized by EMB.
Hue, M. T. (2005, November), Life-Long Learning: Looking Backward and Moving Forward, Talk given at a Graduation Ceremony for a secondary school.
Hue, M. T. (2004, March), Current Trend of Curriculum Development and Reform, Workshop given for a secondary school.
Hue, M. T. (2004, January), Promoting Students’ Learning Motivation: Fulfilling the Social and Affective Needs of Students, Workshop for a secondary school.
Hue, M. T. (2002, August), Teachers’ Role in Pastoral Care, Workshop for a primary school.
Hue, M. T. (2002, March), How to Design a Peer Support Scheme for Promoting Student Growth, Workshop for a primary school.
Hue, M. T. (2002, January), Enhancing Teachers’ Awareness of the Need for Multicultural Education, Workshop for in-service teachers from primary schools.