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Asia Pacific Journal of Education Volume 39, 2019 - Issue 4
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Examining the key stakeholders’ perceptions of student learning: towards a paradigm shift in secondary education in Hong Kong

Alan C. K. CheungDepartment of Education Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9013-1586View further author information
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Chrysa P. C. KeungCentre for University and School Partnership, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, ChinaORCID Iconhttps://orcid.org/0000-0002-5072-4002View further author information
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Barley S. Y. MakUnited College, The Chinese University of Hong Kong, Hong Kong SAR, ChinaORCID Iconhttps://orcid.org/0000-0002-7011-8114View further author information
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Pages 532-547 | Received 28 Sep 2018, Accepted 25 Mar 2019, Published online: 06 May 2019

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Chrysa P. C. Keung, Alan C. K. Cheung, Barley S. Y. Mak & Winnie W. Y. Tam. (2023) Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: a multi-group analysis. Asia Pacific Journal of Education 43:3, pages 882-894.
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Articles from other publishers (4)

Maree J Davies & Lauren Willing. (2023) An examination of teachers’ beliefs about critical thinking in New Zealand high schools. Thinking Skills and Creativity 48, pages 101280.
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Diya Dou, Daniel T. L. Shek & Tingyin Wong. (2022) Ecological predictors of academic satisfaction in senior secondary school students in Hong Kong: The mediating role of academic confidence. Frontiers in Psychology 13.
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Diya Dou & Daniel T. L. Shek. (2022) Hong Kong high school students' perceptions of the new secondary school curriculum. Frontiers in Pediatrics 10.
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Chrysa Keung, Alan Cheung, Barley Mak & Winnie Tam. (2021) Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis. International Journal of Educational Research 109, pages 101829.
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