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British Educational Research Journal Volume 36, 2010 - Issue 4
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Influence of Taoism on teachers’ definitions of guidance and discipline in Hong Kong secondary schools

Ming Tak Hue Department of Educational Psychology, Counselling and Learning Needs, The Hong Kong Institute of Education, Hong KongCorrespondence[email protected]
Pages 597-610 | Published online: 17 Jun 2009

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Mark G. Harrison, Jacky King-Fai Cheung, Chloe Ka Yi Tam, Anna Susanne Cheng & Susanna Siu-Sze Yeung. (2023) “If they talk to the counsellor, at least I know they have some way out”: parents’ perceptions of school counselling in Hong Kong. Pastoral Care in Education 0:0, pages 1-20.
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Sonia S. Rehman, Farzin Irani, Angeles M. Cheung, Alexander Tan, Michelle R. Madore & Preeti Sunderaraman. (2022) “The journey of a thousand miles begins with one step”: An Asian American perspective on mentoring in neuropsychology. Journal of Clinical and Experimental Neuropsychology 44:5-6, pages 409-419.
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Yijia Zuo & Tom Billington. (2022) Theoretical Pluralism in Transcultural Research: Chinese People Constructing Selves in the UK. Journal of Constructivist Psychology 35:2, pages 778-794.
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Charlene Tan. (2021) Conceptualising social justice in education: a Daoist perspective. Compare: A Journal of Comparative and International Education 51:4, pages 596-611.
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Pamela Munn, Stephen Sharp, Gwynedd Lloyd, Gale Macleod, Gillean McCluskey, Jane Brown & Lorna Hamilton. (2013) A comparison of staff perceptions of behaviour in Scottish schools in 2009 and 2006. Research Papers in Education 28:2, pages 135-154.
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Ming-tak Hue. (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, pages 143-156.
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Jia-qi Zheng & Li-hua Tan. Multiple pathways to science enjoyment: a fuzzy-set qualitative comparative analysis in TIMSS 2019. International Journal of Science Education 0:0, pages 1-19.
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Articles from other publishers (8)

Mark G. Harrison, Ronnel B. King & Hui Wang. (2023) Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal 49:3, pages 476-498.
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Mark G. Harrison, Ronnel B. King & Sheila Marie G. Hocson. (2023) The Roles of School Counsellors in the Philippines: Challenges and Opportunities. Journal of Psychologists and Counsellors in Schools, pages 1-14.
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Yutaro Hirata & Eiji Ozawa. (2023) Characteristics of students who require elementary school counselors’ support owing to developmental disorders. Heliyon 9:3, pages e13791.
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Mark Gregory Harrison. (2022) The professional identity of school counsellors in East and Southeast Asia. Counselling and Psychotherapy Research 22:3, pages 543-547.
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Xin Chen & Linhai Lu. (2022) How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory. Learning and Individual Differences 98, pages 102183.
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Yijia ZuoYijia Zuo. 2022. Self-Construction in a Transcultural Context. Self-Construction in a Transcultural Context 1 20 .
Rachel C.F. Sun. (2015) Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong. Teaching and Teacher Education 46, pages 94-103.
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James M. M. Hartwick. 2012. International Handbook of Protestant Education. International Handbook of Protestant Education 663 677 .

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