Citations (20)
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Read on this site (7)
Shim Lew & Jayoung Choi. (2023) Teaching minoritised children in South Korea: perspectives of teachers in early childhood education and care. Educational Review 0:0, pages 1-22.
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Catalina Sau Man Ng, Wenyu Chai, Sing Pui Chan & Kevin Kien Hoa Chung. (2022) Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: a qualitative exploration. Asia Pacific Journal of Education 42:4, pages 641-660.
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Shahid Karim & Ming Tak Hue. (2022) Acculturation and sense of belonging: a study of young Pakistani students in Hong Kong. Asian Ethnicity 23:3, pages 463-483.
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Chi-Hung Leung & Ming-Tak Hue. (2017) Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care 187:12, pages 2002-2014.
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Gizem Arat, Andrew P. Hoang, Lucy P. Jordan & Paul W. C. Wong. (2016) A systematic review of studies on ethnic minority youth development in Hong Kong: an application of the ecological framework. China Journal of Social Work 9:3, pages 218-237.
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Jose M. Coronel & Inmaculada Gómez-Hurtado. (2015) Nothing to do with me! Teachers’ perceptions on cultural diversity in Spanish secondary schools. Teachers and Teaching 21:4, pages 400-420.
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Ming-tak Hue & Kerry John Kennedy. (2014) Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools. Asia Pacific Journal of Education 34:3, pages 273-287.
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Articles from other publishers (13)
Akin Gurbuz & Rana Yildirim. 2023. Handbook of Research on Implications of Sustainable Development in Higher Education. Handbook of Research on Implications of Sustainable Development in Higher Education
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Chi Hung Leung. (2020) Teachers' multicultural sensitivity predicts developmentally appropriate beliefs and practices in the classroom. Asian Education and Development Studies 11:3, pages 475-487.
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Kim Kwok & Sylvia Kwok Lai Yuk Ching. (2022) Navigating Stigma and Discrimination: Experiences of Migrant Children with Special Needs and Their Families in Accessing Education and Healthcare in Hong Kong. International Journal of Environmental Research and Public Health 19:10, pages 5929.
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Kathleen Tait, Francis Fung & Jasna Dajic. 2019. Behavioural Support for Students with Special Educational Needs. Behavioural Support for Students with Special Educational Needs
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Mary M. Grosser & Mirna Nel. 2019. Theoretical Approaches to Multi-Cultural Positive Psychological Interventions. Theoretical Approaches to Multi-Cultural Positive Psychological Interventions
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Tanya Hathaway & Peter Fletcher. (2017) An investigation of K-6 pre-service teachers’ ways of experiencing the teaching of diverse learners using phenomenography. Educational Research for Policy and Practice 17:2, pages 83-104.
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John Chi-Kin Lee, Rupert Maclean & Yang Lan Joy. 2018. Transitions to Post-School Life. Transitions to Post-School Life
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Melissa Bremmer & Adri Schreuder. 2018. Traditional Musics in the Modern World: Transmission, Evolution, and Challenges. Traditional Musics in the Modern World: Transmission, Evolution, and Challenges
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Miron Kumar Bhowmik. (2017) Equitable and quality educational opportunities for Hong Kong’s ethnic minorities: the challenges to achieve SDG4. Curriculum Perspectives 37:2, pages 191-196.
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Mingyue (Michelle) Gu & Derek Sin-pui Cheung. (2016) Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: A structural equation modelling analysis. System 57, pages 14-24.
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Miron Kumar Bhowmik & Kerry J KennedyMiron Kumar Bhowmik & Kerry J. Kennedy. 2016. ‘Out of School’ Ethnic Minority Young People in Hong Kong. ‘Out of School’ Ethnic Minority Young People in Hong Kong
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Ming-Tak Hue, Chi-Hung Leung & Kerry Johon Kennedy. (2014) 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, pages 253-273.
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Liz Jackson. (2014) Under Construction: The Development of Multicultural Curriculum in Hong Kong and Taiwan. The Asia-Pacific Education Researcher 23:4, pages 885-893.
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