0

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG Chair Professor of Leadership and Change The Hong Kong Institute of Education

0

The Hong Kong Institute of Education 10 Lo Ping Road Tai Po Hong Kong China copy 2009 The Hong Kong Institute of Education All rights reserved No part of this publication may be reproduced stored in a retrieval system or transmitted in any form or by any means electronic mechanical photocopying recording or otherwise without the written permission of the publisher This paper was firstly presented in a lecture of the Chair Professors Public Lecture Series of The Hong Kong Institute of Education on 23 September 2009

i

Contents

About the Author iii

List of Illustrations v Full Paper

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific

Introduction 1

Three Waves of Educational Reforms 3

First Wave Paradigm Internal Leadership 9

Second Wave Paradigm Interface Leadership 17

Third Wave Paradigm Future Leadership 25

Conclusions 33

References 36 Works by the Author

List of Selected Academic Publications 41

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 65

List of Selected Research Projects 75

ii

iii

About the Author httphomeiededuhk~yccheng

Yin Cheong CHENG（鄭燕祥） is the Vice-President (Research and Development) and Chair Professor of Leadership and Change of the Hong Kong Institute of Education He is the past-President (2004-2008) of the Asia-Pacific Educational Research Association (APERA) and one of the key founding members of the World Educational Research Association (WERA) He had served as a full member of the University Grants Committee a panel member of Research Grants Council and a member of the Quality Education Fund Steering Committee of the Hong Kong SAR Government Previously he was the associate director of the Hong Kong Institute of Educational Research and professor in the Department of Educational Administration and Policy of the Chinese University of Hong Kong

Prof Cheng holds a doctorate from Harvard University He has had extensive experiences in both education and research His research is mainly on education effectiveness leadership management reform and teacher education with the support of Competitive Earmarked Research Grants from the Research Grants Council Prof Cheng has published 20 academic books and over 200 book chapters journal articles and other publications in Australia Hong Kong Korea Mainland Netherlands Germany Slovenia Israel Taiwan Thailand USA and UK Some of his publications have been translated into Chinese Hebrew Korean Spanish Czech Thai and Persian languages He was the editor in chief of the Asia Pacific Journal of Teacher Education and Development (1998-2003) He is at present serving on the advisory boards of 17 international journals He is also the associate editor of the International Journal of Educational Management (UK) since 2006

iv

Prof Chengrsquos research has won him a number of international awards

and recognition including the Awards for Excellence from the Literati Club in UK in 1994 1996-98 2001 2004-05 and 2008 In 2008 he was awarded as the Fellow of the Asia-Pacific Educational Research Association in recognition of his excellent contribution to educational research in the Region He has served as panel member external examiner or reviewer for local and international universities and research institutions He has been invited to provide consultancy services to national and international projects in Brunei Darussalam Saudi Arabia India Pakistan Korea Mainland China Netherlands Macao and Thailand

In these years Prof Cheng has been invited to give 70

keynoteplenary presentations by national and international organizations such as APEC UNESCO UNICEF ICER ICSEI (Australia Hong Kong Canada amp China) APERA International Baccalaureate Organization (IBO) Ford Foundation (US Africa) World Bank SEAMEO RIHED (with Chulalongkorn University) AIAER NIEPA and NCERT (India) ONECOEC (Thailand) ACEA (Australia) NIER (Japan) Ministry of Education of Israel Ministry of Education of Malaysia (with University of Malaya) iAPED (Korea) Scandinavian-Pacific Conference (Sweden) International Seminar (Erfurt Germany) ICTED (Philippine) International Society of Teacher Education Singapore Educational Research Association Japanese Society for the Studies on Teacher Education and Chinese Educational Research Association (Taiwan)

Prof Cheng has fruitful experiences in organizing and conducting

leadership development programmes seminars and workshops for local and international principals and education leaders in the past decades He has been very interested in watercolor painting since the end of 1960s and had three invited personal exhibitions in 2001 2005 and 2009 He was invited by the Hong Kong Museum of Art to conduct art seminars

v

Illustrations Figures

1 Four Types of Internal Leadership and Environment in HK Schools 11

2 Profiles of Internal Leadership Competencies of HK School Principals 12

3 Internal Leadership Profiles of HK School Principals in Five Dimensions 13

4 Leadership and School Performance in HK Schools Multi-levels and Multi-indicators 14

5 Bottle-neck Effect A Challenge to Leadership for Learning 24

6 Scattering Plot of Schools Paradigm Shift and School-based Management 29

7 ldquoHigh SBM and High PSrdquo Schools vs ldquoLow SBM and Low PSrdquo Schools Request for Future Leadership for Learning 30

Tables

1 Three Paradigms of Leadership for Learning 5

2 Second-wave Reforms and Challenges to HK School Leadership 19

3 Paradigm Shift in Learning 26

0 1

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG

Abstract

There have been fundamental changes in education in Hong Kong and the Asia-Pacific over the last two decades What paradigm shifts have been evident in school leadership locally and internationally How can leadership be effective in initiating school reforms and education innovations for new learning These questions are crucial to the future development of students and the society Integrating his major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case Professor Chengrsquos public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture also illustrates why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years

Introduction

The context of school leadership has been rapidly changing in the past two decades particularly reflected in various waves of educational reforms and school restructuring movements not only in the western countries such as Canada USA and UK but also in the Asia-Pacific such as Australia New Zealand Mainland China Singapore Malaysia and Hong Kong (Fullan 1998 Chapman Sackney amp Aspin 1999 Cheng amp Townsend 2000) In particular

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

0

The Hong Kong Institute of Education 10 Lo Ping Road Tai Po Hong Kong China copy 2009 The Hong Kong Institute of Education All rights reserved No part of this publication may be reproduced stored in a retrieval system or transmitted in any form or by any means electronic mechanical photocopying recording or otherwise without the written permission of the publisher This paper was firstly presented in a lecture of the Chair Professors Public Lecture Series of The Hong Kong Institute of Education on 23 September 2009

i

Contents

About the Author iii

List of Illustrations v Full Paper

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific

Introduction 1

Three Waves of Educational Reforms 3

First Wave Paradigm Internal Leadership 9

Second Wave Paradigm Interface Leadership 17

Third Wave Paradigm Future Leadership 25

Conclusions 33

References 36 Works by the Author

List of Selected Academic Publications 41

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 65

List of Selected Research Projects 75

ii

iii

About the Author httphomeiededuhk~yccheng

Yin Cheong CHENG（鄭燕祥） is the Vice-President (Research and Development) and Chair Professor of Leadership and Change of the Hong Kong Institute of Education He is the past-President (2004-2008) of the Asia-Pacific Educational Research Association (APERA) and one of the key founding members of the World Educational Research Association (WERA) He had served as a full member of the University Grants Committee a panel member of Research Grants Council and a member of the Quality Education Fund Steering Committee of the Hong Kong SAR Government Previously he was the associate director of the Hong Kong Institute of Educational Research and professor in the Department of Educational Administration and Policy of the Chinese University of Hong Kong

Prof Cheng holds a doctorate from Harvard University He has had extensive experiences in both education and research His research is mainly on education effectiveness leadership management reform and teacher education with the support of Competitive Earmarked Research Grants from the Research Grants Council Prof Cheng has published 20 academic books and over 200 book chapters journal articles and other publications in Australia Hong Kong Korea Mainland Netherlands Germany Slovenia Israel Taiwan Thailand USA and UK Some of his publications have been translated into Chinese Hebrew Korean Spanish Czech Thai and Persian languages He was the editor in chief of the Asia Pacific Journal of Teacher Education and Development (1998-2003) He is at present serving on the advisory boards of 17 international journals He is also the associate editor of the International Journal of Educational Management (UK) since 2006

iv

Prof Chengrsquos research has won him a number of international awards

and recognition including the Awards for Excellence from the Literati Club in UK in 1994 1996-98 2001 2004-05 and 2008 In 2008 he was awarded as the Fellow of the Asia-Pacific Educational Research Association in recognition of his excellent contribution to educational research in the Region He has served as panel member external examiner or reviewer for local and international universities and research institutions He has been invited to provide consultancy services to national and international projects in Brunei Darussalam Saudi Arabia India Pakistan Korea Mainland China Netherlands Macao and Thailand

In these years Prof Cheng has been invited to give 70

keynoteplenary presentations by national and international organizations such as APEC UNESCO UNICEF ICER ICSEI (Australia Hong Kong Canada amp China) APERA International Baccalaureate Organization (IBO) Ford Foundation (US Africa) World Bank SEAMEO RIHED (with Chulalongkorn University) AIAER NIEPA and NCERT (India) ONECOEC (Thailand) ACEA (Australia) NIER (Japan) Ministry of Education of Israel Ministry of Education of Malaysia (with University of Malaya) iAPED (Korea) Scandinavian-Pacific Conference (Sweden) International Seminar (Erfurt Germany) ICTED (Philippine) International Society of Teacher Education Singapore Educational Research Association Japanese Society for the Studies on Teacher Education and Chinese Educational Research Association (Taiwan)

Prof Cheng has fruitful experiences in organizing and conducting

leadership development programmes seminars and workshops for local and international principals and education leaders in the past decades He has been very interested in watercolor painting since the end of 1960s and had three invited personal exhibitions in 2001 2005 and 2009 He was invited by the Hong Kong Museum of Art to conduct art seminars

v

Illustrations Figures

1 Four Types of Internal Leadership and Environment in HK Schools 11

2 Profiles of Internal Leadership Competencies of HK School Principals 12

3 Internal Leadership Profiles of HK School Principals in Five Dimensions 13

4 Leadership and School Performance in HK Schools Multi-levels and Multi-indicators 14

5 Bottle-neck Effect A Challenge to Leadership for Learning 24

6 Scattering Plot of Schools Paradigm Shift and School-based Management 29

7 ldquoHigh SBM and High PSrdquo Schools vs ldquoLow SBM and Low PSrdquo Schools Request for Future Leadership for Learning 30

Tables

1 Three Paradigms of Leadership for Learning 5

2 Second-wave Reforms and Challenges to HK School Leadership 19

3 Paradigm Shift in Learning 26

0 1

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG

Abstract

There have been fundamental changes in education in Hong Kong and the Asia-Pacific over the last two decades What paradigm shifts have been evident in school leadership locally and internationally How can leadership be effective in initiating school reforms and education innovations for new learning These questions are crucial to the future development of students and the society Integrating his major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case Professor Chengrsquos public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture also illustrates why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years

Introduction

The context of school leadership has been rapidly changing in the past two decades particularly reflected in various waves of educational reforms and school restructuring movements not only in the western countries such as Canada USA and UK but also in the Asia-Pacific such as Australia New Zealand Mainland China Singapore Malaysia and Hong Kong (Fullan 1998 Chapman Sackney amp Aspin 1999 Cheng amp Townsend 2000) In particular

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

ii

iii

About the Author httphomeiededuhk~yccheng

Yin Cheong CHENG（鄭燕祥） is the Vice-President (Research and Development) and Chair Professor of Leadership and Change of the Hong Kong Institute of Education He is the past-President (2004-2008) of the Asia-Pacific Educational Research Association (APERA) and one of the key founding members of the World Educational Research Association (WERA) He had served as a full member of the University Grants Committee a panel member of Research Grants Council and a member of the Quality Education Fund Steering Committee of the Hong Kong SAR Government Previously he was the associate director of the Hong Kong Institute of Educational Research and professor in the Department of Educational Administration and Policy of the Chinese University of Hong Kong

Prof Cheng holds a doctorate from Harvard University He has had extensive experiences in both education and research His research is mainly on education effectiveness leadership management reform and teacher education with the support of Competitive Earmarked Research Grants from the Research Grants Council Prof Cheng has published 20 academic books and over 200 book chapters journal articles and other publications in Australia Hong Kong Korea Mainland Netherlands Germany Slovenia Israel Taiwan Thailand USA and UK Some of his publications have been translated into Chinese Hebrew Korean Spanish Czech Thai and Persian languages He was the editor in chief of the Asia Pacific Journal of Teacher Education and Development (1998-2003) He is at present serving on the advisory boards of 17 international journals He is also the associate editor of the International Journal of Educational Management (UK) since 2006

iv

Prof Chengrsquos research has won him a number of international awards

and recognition including the Awards for Excellence from the Literati Club in UK in 1994 1996-98 2001 2004-05 and 2008 In 2008 he was awarded as the Fellow of the Asia-Pacific Educational Research Association in recognition of his excellent contribution to educational research in the Region He has served as panel member external examiner or reviewer for local and international universities and research institutions He has been invited to provide consultancy services to national and international projects in Brunei Darussalam Saudi Arabia India Pakistan Korea Mainland China Netherlands Macao and Thailand

In these years Prof Cheng has been invited to give 70

keynoteplenary presentations by national and international organizations such as APEC UNESCO UNICEF ICER ICSEI (Australia Hong Kong Canada amp China) APERA International Baccalaureate Organization (IBO) Ford Foundation (US Africa) World Bank SEAMEO RIHED (with Chulalongkorn University) AIAER NIEPA and NCERT (India) ONECOEC (Thailand) ACEA (Australia) NIER (Japan) Ministry of Education of Israel Ministry of Education of Malaysia (with University of Malaya) iAPED (Korea) Scandinavian-Pacific Conference (Sweden) International Seminar (Erfurt Germany) ICTED (Philippine) International Society of Teacher Education Singapore Educational Research Association Japanese Society for the Studies on Teacher Education and Chinese Educational Research Association (Taiwan)

Prof Cheng has fruitful experiences in organizing and conducting

leadership development programmes seminars and workshops for local and international principals and education leaders in the past decades He has been very interested in watercolor painting since the end of 1960s and had three invited personal exhibitions in 2001 2005 and 2009 He was invited by the Hong Kong Museum of Art to conduct art seminars

v

Illustrations Figures

1 Four Types of Internal Leadership and Environment in HK Schools 11

2 Profiles of Internal Leadership Competencies of HK School Principals 12

3 Internal Leadership Profiles of HK School Principals in Five Dimensions 13

4 Leadership and School Performance in HK Schools Multi-levels and Multi-indicators 14

5 Bottle-neck Effect A Challenge to Leadership for Learning 24

6 Scattering Plot of Schools Paradigm Shift and School-based Management 29

7 ldquoHigh SBM and High PSrdquo Schools vs ldquoLow SBM and Low PSrdquo Schools Request for Future Leadership for Learning 30

Tables

1 Three Paradigms of Leadership for Learning 5

2 Second-wave Reforms and Challenges to HK School Leadership 19

3 Paradigm Shift in Learning 26

0 1

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG

Abstract

There have been fundamental changes in education in Hong Kong and the Asia-Pacific over the last two decades What paradigm shifts have been evident in school leadership locally and internationally How can leadership be effective in initiating school reforms and education innovations for new learning These questions are crucial to the future development of students and the society Integrating his major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case Professor Chengrsquos public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture also illustrates why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years

Introduction

The context of school leadership has been rapidly changing in the past two decades particularly reflected in various waves of educational reforms and school restructuring movements not only in the western countries such as Canada USA and UK but also in the Asia-Pacific such as Australia New Zealand Mainland China Singapore Malaysia and Hong Kong (Fullan 1998 Chapman Sackney amp Aspin 1999 Cheng amp Townsend 2000) In particular

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

iv

Prof Chengrsquos research has won him a number of international awards

and recognition including the Awards for Excellence from the Literati Club in UK in 1994 1996-98 2001 2004-05 and 2008 In 2008 he was awarded as the Fellow of the Asia-Pacific Educational Research Association in recognition of his excellent contribution to educational research in the Region He has served as panel member external examiner or reviewer for local and international universities and research institutions He has been invited to provide consultancy services to national and international projects in Brunei Darussalam Saudi Arabia India Pakistan Korea Mainland China Netherlands Macao and Thailand

In these years Prof Cheng has been invited to give 70

keynoteplenary presentations by national and international organizations such as APEC UNESCO UNICEF ICER ICSEI (Australia Hong Kong Canada amp China) APERA International Baccalaureate Organization (IBO) Ford Foundation (US Africa) World Bank SEAMEO RIHED (with Chulalongkorn University) AIAER NIEPA and NCERT (India) ONECOEC (Thailand) ACEA (Australia) NIER (Japan) Ministry of Education of Israel Ministry of Education of Malaysia (with University of Malaya) iAPED (Korea) Scandinavian-Pacific Conference (Sweden) International Seminar (Erfurt Germany) ICTED (Philippine) International Society of Teacher Education Singapore Educational Research Association Japanese Society for the Studies on Teacher Education and Chinese Educational Research Association (Taiwan)

Prof Cheng has fruitful experiences in organizing and conducting

leadership development programmes seminars and workshops for local and international principals and education leaders in the past decades He has been very interested in watercolor painting since the end of 1960s and had three invited personal exhibitions in 2001 2005 and 2009 He was invited by the Hong Kong Museum of Art to conduct art seminars

v

Illustrations Figures

1 Four Types of Internal Leadership and Environment in HK Schools 11

2 Profiles of Internal Leadership Competencies of HK School Principals 12

3 Internal Leadership Profiles of HK School Principals in Five Dimensions 13

4 Leadership and School Performance in HK Schools Multi-levels and Multi-indicators 14

5 Bottle-neck Effect A Challenge to Leadership for Learning 24

6 Scattering Plot of Schools Paradigm Shift and School-based Management 29

7 ldquoHigh SBM and High PSrdquo Schools vs ldquoLow SBM and Low PSrdquo Schools Request for Future Leadership for Learning 30

Tables

1 Three Paradigms of Leadership for Learning 5

2 Second-wave Reforms and Challenges to HK School Leadership 19

3 Paradigm Shift in Learning 26

0 1

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG

Abstract

There have been fundamental changes in education in Hong Kong and the Asia-Pacific over the last two decades What paradigm shifts have been evident in school leadership locally and internationally How can leadership be effective in initiating school reforms and education innovations for new learning These questions are crucial to the future development of students and the society Integrating his major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case Professor Chengrsquos public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture also illustrates why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years

Introduction

The context of school leadership has been rapidly changing in the past two decades particularly reflected in various waves of educational reforms and school restructuring movements not only in the western countries such as Canada USA and UK but also in the Asia-Pacific such as Australia New Zealand Mainland China Singapore Malaysia and Hong Kong (Fullan 1998 Chapman Sackney amp Aspin 1999 Cheng amp Townsend 2000) In particular

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

0 1

Paradigm Shifts in Leadership for Learning Hong Kong and the Asia-Pacific Yin Cheong CHENG

Abstract

There have been fundamental changes in education in Hong Kong and the Asia-Pacific over the last two decades What paradigm shifts have been evident in school leadership locally and internationally How can leadership be effective in initiating school reforms and education innovations for new learning These questions are crucial to the future development of students and the society Integrating his major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case Professor Chengrsquos public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture also illustrates why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years

Introduction

The context of school leadership has been rapidly changing in the past two decades particularly reflected in various waves of educational reforms and school restructuring movements not only in the western countries such as Canada USA and UK but also in the Asia-Pacific such as Australia New Zealand Mainland China Singapore Malaysia and Hong Kong (Fullan 1998 Chapman Sackney amp Aspin 1999 Cheng amp Townsend 2000) In particular

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

2

nine major trends of changes in different areas and levels of education have been evident in the Asia-Pacific (Cheng 2005a Keeves and Watanabe 2003) At the macro level the main trends of educational reforms include re-establishing a new national vision and new educational aims for schools restructuring education systems at different levels and market-driving privatizing and diversifying school education

At the meso level increasing parental and community involvement in

education and management is a salient trend At the site level the major trends consist of ensuring education quality standards and accountability in educational institutions implementing decentralization and school-based management and enhancing teacher quality and lifelong professional development At the operational level of educational institutions the main trends include using information and communication technology (ICT) in learning and teaching and applying new technologies in management and making a paradigm shift in learning teaching and assessment These nine trends of educational changes at different levels have changed nearly every key aspect of most educational systems in the Asia-Pacific and created tremendous impacts on the context of educational leadership and its practice for promoting learning

In addition to the above changes and challenges the trend of school-age population in decline in these ten years is also creating a great transformation in educational contexts of the East-Asia and Pacific Region in general and Hong Kong in particular As indicated in the report of UNESCO Institute of Statistics 2006 most countries in this Region are experiencing school-age population decline from 3 to 41 between 2005 and 2015 Correspondingly there have significant declines in demand for school places causing serious school closure or competition for students among schools This trend has further accelerated the movement of marketization and school competition in education initiated by educational reforms in some countries in the Region

These contextual changes have raised serious impacts and challenges to the traditional thinking and practice of leadership in education and have driven the emergence of new strategic thinking and leadership for learning (Cheng 2002ab 2003 MacBeath amp Cheng 2008) Leaders in education are expected to be more strategic in their leadership for learning and to lead their schools proactively in order to face up to the contextual challenges with appropriate strategies Even though the conception of strategic leadership for learning is still vague and the domain of studying it is relatively diffused and uncharted it often refers to leadership with the following key elements (Cheng 2002b Eacott 2008a b Davies amp Davies 2006 Caldwell 1989 2006 Caldwell amp Spink 1992)

3

(1) It is proactive with respect to the contextual changes that potentially affect the future of students education and the school

(2) It leads the SWOT analysis of internal and external contexts and the positioning or re-positioning of the school for learning and educational practice in a changing environment

(3) It leads the planning and management of the key strategies or action programmes for effectiveness survival and development of the school and its educational practice in meeting the contextual challenges and

(4) It leads the school to implement these strategies and evaluate their impacts on studentsrsquo learning with aims at informing the next planning cycle

Given the fundamental changes in education in Hong Kong and the

Asia-Pacific how leadership can be strategically effective to initiate school reforms and educational innovations for new learning has become a much more crucial issue than ever to the future development of students and the society (Cheng 2003 2008a b in press b Walker 2003 Hallinger Walker amp Bajunid 2005) In particular what paradigm shifts have been evident in school leadership locally and internationally Integrating my major research findings and theory advances in the past twenty years and taking Hong Kong as a critical case this public lecture aims to elaborate the key features rationales and implications of paradigm shifts in school leadership for learning in contexts of globalization and local developments in the Region The lecture will also illustrate why a new paradigm of the third-wave leadership will be a major international trend of research development and practice of school leadership for new learning in the coming ten years Three Waves of Educational Reforms

The discussion of contextual changes and school leadership for learning can be in light of the waves of educational reforms in different parts of the Asia-Pacific (Cheng 2003 2005a) It may provide a more comprehensive picture for us to understand the paradigmatic diversities in conceptualization and practice of leadership for learning and other educational practice

In the past two decades the numerous educational reforms in the Region

have experienced three waves of movements including the effective school movement quality school movements and world-class school movements (Cheng 2001b 2005a) Each wave of reforms works within its own paradigm in conceptualizing the nature of education and leadership and formulating related strategies and initiatives for improvement of educational practice at

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

4

system site and operational levels When there is a transition of educational reforms from one wave to the other there will be paradigm shifts in conceptualization and practice of learning teaching and leadership (Cheng 2003) The three waves of educational reforms provide a new typology to conceptualize leadership for learning into three paradigms (1) Internal Leadership (2) Interface Leadership and (3) Future Leadership The major characteristics of each paradigm of leadership for learning are completely different from the others as summarized in Table 1 and explained below

5

Tabl

e 1

Thr

ee P

arad

igm

s of

Lea

ders

hip

for L

earn

ing

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

6 7

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

8

9

First Wave Paradigm Internal Leadership Since the 1980s there had been effective school movements in different

parts of the world including the UK US Australia as well as in many Asian and European countries or cities (Townsend et al 2007) The education environment is often assumed to be comparatively stable amp predictable with few uncertainties and competitions and the role of education aims to provide the necessary manpower to maintain or serve an industrial society (Blackledge amp Hunt 1985) The provision and content of education are often under the centralized manpower planning and the school management is under the external control by central bureaucracies with little school autonomy It is assumed that education is knowledge delivery and learning is mainly a process of students receiving knowledge skills and cultural values from teachers and the curriculum

The first wave of educational reforms aims at improving the internal

processes in learning teaching and management and enhancing the internal effectiveness of schools in achieving pre-planned educational aims and curriculum targets For example in some areas of the Region such as Hong Kong India South Korea Singapore Taiwan Malaysia and mainland China numerous initiatives were targeted at improving key features of internal school processes some of which were changes in school management teacher quality curriculum design teaching methods approaches to evaluation resourcing and environment for teaching and learning (Gopinathan amp Ho 2000 Kim 2000 Cheng 2001a Abdullah 2001 Rajput 2001 Tang amp Wu 2000 MacBeath 2007)

Within the first wave paradigm the positioning of school is often on

delivery of the planned knowledge skills and cultural values from teachers and the curriculum to students in a comparably stable society School effectiveness is a kind of internal effectiveness defined by the achievement of planned goals and tasks in learning teaching and schooling

Under the central manpower planning competition between schools is

comparatively bounded and mainly controlled by the central bureaucracy and its regulations and standards Correspondingly school sustainability may not be a major concern of school leaders in such a stable education environment The school strategy developed by leaders is a kind of Internal Improvement Strategy mainly based on a kind of technical rationality in SWOT analysis and planning with focus on technical improvement of internal operation in teaching learning and management to enhance achievement of planned school goals The key initiatives of the school strategy are often short-term oriented and

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

10

narrowed in obligation to the bureaucratic regulations (Eacott 2008a) In the first wave the role of leadership is mainly a form of internal

leadership with strategies focused on assuring internal school effectiveness through improving school performance in general and enhancing contents methods and processes of teaching and learning in particular In practicing internal leadership there is frequent reference to the concepts such as instructional leadership curriculum leadership structural leadership human leadership and micro-political leadership (Smith amp Andrew 1989 Henderson 1998 Lee amp Dimmock 1999 Cheng 2003 2005a) The strategic concerns in leadership may include the following questions

bull How can the internal processes including learning teaching and management be organized technically to deliver the planned knowledge skills and values

bull How can the delivery of knowledge and skills from teachers and the curriculum to students be ensured through the practical improvement of schooling teaching and learning

bull How can the school environment and teachersrsquo teaching be practically and technically improved and developed in a given time period to meet the bureaucratic expectations

bull How can students progress well in the planned curriculum and achieve at a higher standard in the public examinations and

bull How can the internal process be operationally changed to maximize the use of allocated resources

The Case of Hong Kong Characteristics of First Wave Leadership

In the past years there were many studies in Hong Kong and other parts of the Region to explore the characteristics of internal school leadership and its impact on internal school effectiveness and improvement For example I did a classical research on principal leadership and organizational climate in 64 aided secondary schools in Hong Kong in 1989 (Cheng 1991) It was found that schools could be classified within four distinct clusters each with contrasting characteristics in terms of principalsrsquo leadership and organizational climate (Figure 1) These characteristics were labelled as Headless style Control style Commitment style and Disengagement style

11

Figure 1 Four Types of Internal Leadership and Environment in HK Schools

Another study Chan Cheng amp Hau (1991) mapped the characteristics of

principalsrsquo internal leadership in terms of 20 leadership competencies in a sample of 208 aided secondary schools in Hong Kong in 1991 Their findings allowed them to identify two groups of schools as follows

1 Schools in which both teachersrsquo and principalsrsquo satisfaction were low (46 schools denoted as the Lt-Lp type)

2 Schools in which both teachersrsquo and principalsrsquo satisfaction were high (60 schools denoted as the Ht-Hp type)

The comparison of perceived leadership patterns between the Lt-Lp type and the Ht-Hp type are summarized in Figure 2 Regardless of the perception of teachers or principals the Ht-Hp type of schools was significantly different from the Lt-Lp type on most of Yuklrsquos (1989) 20 leadership competencies For those schools with high teachersrsquo and principalsrsquo satisfaction the principalsrsquo leadership seemed stronger compared with those principals in schools of comparatively lower satisfaction

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

12

Figure 2 Profiles of Internal Leadership Competencies of HK School Principals

Based on the alternative perspectives of leadership Cheng (1994) and

Tam amp Cheng (1995) used the conception of five leadership dimensions including human technical political cultural and educational leadership to investigate the principalsrsquo internal leadership in Hong Kong primary schools Later Cheng amp Cheung (1999) Shum amp Cheng (1997) and Kwok Lo Ng amp Cheng (1997) used the same conception to study the characteristics of principalsrsquo internal leadership in secondary schools Each of these studies found that principalsrsquo leadership profiles in both secondary and primary schools show similar characteristics consistently across years For example Cheng amp Cheung (1999) conducted their study with a sample of 57 Hong Kong aided secondary schools and identified the characteristics of principalsrsquo leadership profiles in the five leadership dimensions as shown in Figure 3

13

Figure 3 Internal Leadership Profiles of HK School Principals in Five Dimensions

4 6 0 0

4 7 0 0

4 8 0 0

4 9 0 0

5 0 0 0

5 1 0 0

5 2 0 0

5 3 0 0

5 4 0 0

5 5 0 0

H u m a nle a d e r s h ip

S t ru c t u ra lle a d e r s h ip

P o lit ic a lle a d e r s h ip

C u lt u ra lle a d e r s h ip

E d u c a t io n a lle a d e r s h ip

I had investigated empirically how principals internal leadership

particularly in terms of the structural leadership human leadership political leadership symbolic leadership and educational leadership is related to school performance in terms of multiple indicators at the organization-level teacher-level and student-level (Cheng 1994) The study involved 190 primary schools 678 classes of mainly Grade 6 students 21622 students and 3872 teachers It was found that the five dimensions of principals leadership were strongly related to the multiple indicators of internal organizational performance teacher performance at both individual and group levels and the students at both individual and classroom levels The profiles of strong and weak leadership were contrastingly different across all the multiple indicators as shown in Figure 4

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

14

Figu

re 4

Lea

ders

hip

amp S

choo

l Per

form

ance

in H

K S

choo

ls M

ulti-

leve

ls a

nd

15

Based on findings of Cheng (1991) Chan Cheng amp Hau (1991) Chan amp Cheng (1993) and Cheng amp Cheung (1999) with reference to Shum amp Cheng (1997) Cheng (1994) Kwok Lo Ng amp Cheng (1997) and Tam amp Cheng (1995) Cheng (2000c) has reviewed the characteristics of Hong Kong school principalsrsquo leadership in the 1998s and mid 1990s To a great extent these characteristics can represent the features of the internal leadership in response to the first wave of education reform and development in Hong Kong with focus mainly on managing internal operation but being weak in political leadership and cultural leadership in facing the challenges from the changing environment and the interface with the community As summarized in Cheng (2000c p82)

ldquo Strengths ( of internal leadership)

The principals were clearly strong in Educational Leadership and Structural Leadership and moderate in Human Leadership As educational leaders they emphasized educational achievements encouraged professional development and teaching improvement diagnosed educational problems and gave professional opinions and guidance on school instructional matters This finding is quite consistent with that in the above instructional leadership profile In Hong Kong academic achievements and public examination outcomes were often perceived as the most important indicator of school performance Therefore school principals were most concerned with academic achievements and curriculum completion As structural leaders the principals attempted to develop school structure and policies and define clear roles and duties for school members They would delegate and hold teachers accountable for their student results and provide suitable technical support to plan organize coordinate and implement policies in school They were also in general supportive of staff and attempted to enhance their satisfaction and encourage positive interpersonal relationshiphellip Comparatively the Hong Kong secondary school principals were proficient operational managers and familiar with the traditional leadership skills such as coordination role clarification recognition consideration and delegation

Weaknesses (of internal leadership) On the other hand the principals were comparatively weak in Political Leadership and Cultural Leadership They were not very effective at building alliances with internal and external

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77

16

stakeholders and had difficulty in resolving conflicts among school constituencies Without encouraging teaching participation they also had difficulties in building teacher ownership loyalty and commitment to the school This finding is quite consistent with the observations in the above two sections on principalsrsquo profiles The principals seemed to lack inspirational and charismatic qualities needed to inspire and motivate performance beyond expectation In short most principals seemed unable to construct a school culture with a clear vision and a mission capable of transforming the schoolhelliprdquo(p82)

The above are just some examples of studies in Hong Kong schools

showing the leadership focus on some key aspects of internal process and environment in the light of the first wave paradigm We can see that the first-wave leadership concepts are not so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments for the future in a context of globalization and huge social and economic transformation Instead they are more concerned with the process of knowledge delivery instructional arrangements and management of organizational environment

The first-wave paradigm of internal leadership has its limitations It may

be too inward looking in leadership action and development planning without taking the complexities diversities expectations and influences of the external environment and stakeholders into full consideration The positioning of leadership for learning may be too narrowly focused on the technical and operational aspects of educational processes or the school organization but without strong relevance to the self-initiative life-long learning and future development of students To a great extent it may be reactive to the instruction and guidance of the central bureaucracies ignoring the changing environment and stakeholdersrsquo expectations Given such a technical short-term and internal orientation the first-wave leadership is often perceived as not ldquoso strategic and future lookingrdquo for studentsrsquo learning

In the last decades there have been numerous initiatives and reforms of

the first wave implemented in different parts of the Asia-Pacific and Hong Kong as mentioned above Unfortunately the results of these efforts were limited and could not satisfy the increasing needs and expectations of the public People began to doubt how effective are these improvement initiatives and the related internal leadership in meeting the diverse needs and expectations of parents students employers policy-makers and those

17

concerned in the community How can school leaders ensure the provided education service accountable to the public How can they ensure the education practices and outcomes relevant to the changing demands of the local community All these challenges are concerned with the interface between education institutions and the community It means that the positioning of leadership for learning and educational practice should be not only on internal process improvement but also the interface issue of meeting the stakeholdersrsquo satisfaction and ensuring accountability to the community Second Wave Paradigm Interface Leadership

In the 1990s in response to concerns about educational accountability to the public and the quality of education as satisfying stakeholdersrsquo expectations the second wave of educational reforms emerged internationally Most reform efforts were directed at ensuring the quality and accountability of schools to the internal and external stakeholders (see eg Coulson 1999 Evans 1999 Goertz amp Duffy 2001 Headington 2000 Heller 2001 Mahony amp Hextall 2000)

In some areas of the Asia-Pacific such as Hong Kong India Singapore Taiwan Mainland China and Malaysia there was a growing trend towards quality education or competitive school movements emphasizing quality assurance school monitoring and review parental choice student coupons marketization parental and community involvement in governance and performance-based funding (Mukhopadhyay 2001 Mok et al 2003 Cheng amp Townsend 2000 Meng Zhou amp Fang 1997 Mohandas Meng amp Keeves 2003 Pang et al 2003)

In the second wave education is often seen as a provision of service to multiple stakeholders in a commercial and consumption society and the nature of learning is a process for students to receive a service The positioning of school is on provision of educational services the quality of which should satisfy the expectations and needs of key stakeholders - parents employers and other social constituencies as well as students themselves This wave emphasizes interface effectiveness between a school and the community typically defined by stakeholdersrsquo satisfaction market competition and accountability to the public The education environment in the second wave reforms becomes much more unstable and fast changing with lots of uncertainties and competitions The education provision and content are mainly driven by the changing market

18

needs and diverse stakeholder expectations To meet the changing needs and external challenges school-based management is allowed and implemented with an accountability framework and participation of key stakeholders such as staff parents alumni community leaders etc (Cheng 2009) Schools have some bounded autonomy under central monitoring and external review Competitions among schools are serious for resources and survival in an open market particularly in a context of student population decline in Hong Kong or other parts of the Region In serious competitions school elimination often happens and frightens every school and all its school leaders and members It is not a surprise that the short-term survival of schools often gets more concerns than their long-term sustainability in development (Cheng 2009 Cheng amp Walker 2008)

The school strategy developed by the school leaders is a kind of Interface Satisfaction Strategy mainly based on the market rationality in the SWOT analysis and strategic planning with focus on competition for survival and resources client satisfaction with educational services and cost-return calculation The initiatives are often short-term if not middle-term oriented for market success

School leadership in the second wave is a form of interface leadership with a focus on ensuring interface school effectiveness Implicitly or explicitly the role of leadership is to ensure accountability to the public add value to educational services enhance the marketability of educational provision and ensure that learning teaching and schooling met stakeholdersrsquo expectations How to manage the interface between schools and the local community successfully in a competitive and fast changing environment proves to be a crucial challenge to school leaders The commonly used concepts of second-wave leadership were substantively different from those in the first wave including strategic leadership community leadership public relations leadership brand leadership and political leadership (Aaker amp Joachimsthaler 2000 Bush amp Coleman 2000 Caldwell 1989 Davies 2003 2006 Goldring amp Rallis 1993 Kirk amp Shutte 2004 Cheng 2003 2005a) Some of the strategic concerns of leadership in education include the following

bull How should the school position itself and ensure its provision of services competitive in the education market

bull How can the performance of teaching and the outcomes of learning meet the stakeholdersrsquo expectations well

bull How can the educational services be ensured accountable to the public and stakeholders through various types of packaging monitoring and reporting

bull How can the school expand its influence on its interface and

19

stakeholders to ensure support to its survival and development through activities of branding marketing partnership and public relations and

bull How can more external resources and stronger network be achieved to support the school

The Case of Hong Kong Characteristics of Second Wave Leadership

Since the return of Hong Kong to Chinese sovereignty in 1997 policy

makers had moved quickly and comprehensively to reform school education mainly with the second wave paradigm (eg Education Commission 2000 May amp September) Initiatives had targeted almost every important aspect of the system including the school-based management school-based curriculum development quality assurance school governance student composition classroom teaching and learning school evaluation use of information technology and the examination system (Cheng amp Tam 2007) As noted above the reforms had arrived at a time when enrolments in schools were falling rapidly Together and separately the flood of reform initiatives and demographic shifts present multiple challenges to the traditional work of school leaders in Hong Kong A selection of the most influential reform initiatives and some of their challenges to school leaders in Hong Kong are summarised in Table 2 (Cheng amp Walker 2008) Table 2 Second-wave Reforms and Challenges to HK School Leadership

Reform and contextual pressures

Challenges to HK School Leadership Towards Interface Leadership

School-based Management (SBM) bull Decentralization of

responsibilities (EC 2000) bull Involvement of multiple

stakeholders in school governance (Education Ordinance 2004)

bull How to deal with the diverse demands and increased participation of multiple internal and external stakeholders

bull How to lead the new political and social environment and facilitate participative management in their schools

bull How to manage for results in a context of increasing accountability

School-based Curriculum Development bull Short-term strategies

(2000-2005) bull Medium-term strategies

(2005-2010) bull Long-term strategies (2010 and

beyond)

bull How to facilitate the shift from standard central curriculum towards school-based curriculum among all their teachers

bull How to develop a new set of leadership competence and curriculum knowledge for implementation of school-based curriculum

bull How to help teachers psychologically and physically to release from being overloaded due to the workload intensive school-based curriculum development

20

Quality Assurance in Educationbull School Self-evaluation (SSE) bull External School Review (ESR) bull Territory-wide System

Assessment (TSA)

bull How to establish the school-based quality assurance mechanism

bull How to get additional resources to support their teachers without overloading in implementation of SSE amp ESR

bull How to maximize the positive outcomes but minimize the negative impacts from the SSE and ESR exercises

bull How to build up a multi-level learning organization to ensure continued school improvement and development for sustainable quality assurance

Increased Diversity amp Complexity in Education bull Inclusive education bull Combining student banding

from 5 into 3 bands bull School-based initiatives

bull How to lead school members to deal with the continuously increased diversities and complexities and the associated difficulties in learning teaching and management

bull How to find out more professional support and resources to support teachers and students in teaching and learning in such a diversified and complicated schoolclassroom environment

bull How to protect a reasonable environment for each studentrsquos learning and each teacherrsquos teaching in classroom from so many external initiatives

Information Technology in Education bull 1st Strategy (199899-200203) bull 2nd Strategy (2004) bull 3rd Strategy (2007)

bull How to transform school management as well as the professional culture and pedagogical practice while setting up an effective IT environment for education

bull How to transform themselves as transformational leaders before they could transform the school culture and technological environment

bull How to lead the implementation of IT in education together with the paradigm shift in teaching and learning if the strengths and benefits of IT are to be maximized in education

School-age Population Decline bull School Closure bull Class Reduction bull Competition for Survival

bull How to struggle successfully in competition and enhance school image and reputation in the community for school survival

bull How to survive with those reform initiatives related to their school survival such as school reporting school self evaluation external review school publicity and community promotion

bull How to protect the well-being and sustainability of their teachers and schools from negative impacts of the reforms and school-age population decline

Adapted from Cheng amp Walker (2008)

21

In such a context of second wave reforms the role of Hong Kong school principals had been rapidly changed towards interface leadership such as CEO (Chief Executive Officer) in market competition for students and resources social and environmental leader for community support and collaboration public relations and brand manager for promoting school reputation institutional head for holding school accountability to stakeholders and organizational developer for continuing school development (Cheng 2003) The practice of leadership might involve strategic planning school positioning entrepreneurship school marketing branding social networking partnership building school self-evaluation external review management meeting key stakeholdersrsquo expectations accountability reporting parental and community involvement in governance organizational development and risk management Given the challenges from numerous educational changes of the second wave to school leaders since the end of 1990s the Hong Kong government seriously considered to enhance the leadership competence of school principals In June 1999 the Task Group on Training and Development of School Heads under the Education Department (ED) published a Consultation Paper on ldquoLeadership Training Programme for Principalsrdquo and a committee was setup to develop a Continuing Professional Development (CPD) framework including different CPD requirements for serving principals newly appointed principals and aspiring principals In 2001 a Working Group on Principalsrsquo Professional Development was also set up to work out the details of framework implementation In this new framework CPD was emphasized as an on-going process for all serving principals A Certification for Principalship (CFP) requirement was introduced for all aspirants for principalship with effect from September 2004 (Education Department 2002) In this framework there were four leadership domains and six core areas of leadership perceived as necessary and important to be developed for the success of school education and education reforms Different from the first wave paradigm the leadership domains included not only internal leadership but also interface leadership as below 1 Strategic leadership that focuses on developing vision commitment

inspiration appropriate values and a firm belief that all students can learn as well as leading and managing change

2 Instructional leadership that focuses on strengthening learning teaching and curriculum ongoing professional development accountability and data-driven decision making

3 Organizational leadership that focuses on personal relationships culture building dispersed leadership teamwork communication planning and management of resources and

4 Community leadership that focuses on an awareness of the role of the

22

school in the broader society close relationships with parents and other community members and an ability to build and utilize community resources in developing students into global citizens (Education Department 2002 p 8)

Interrelated with the leadership domains the six core areas of leadership

included the following (Education Department 2002 p 9) (1) strategic direction and policy environment (2) learning teaching and curriculum (3) teacher professional growth and development (4) staff and resources management (5) quality assurance and accountability and (6) external communication and connection to the outside world When comparing the listed domains and core areas with the roles of interface leadership we can see that they are quite consistent with the key concerns about the interface effectiveness in terms of strategic responsiveness and adaptation to the changing environment and community needs accountability to the public quality assurance stakeholdersrsquo expectations and satisfaction and public relationships Particularly the continuing development of strategic leadership organizational leadership and community leadership is clearly related to the roles of school leaders as resource developers social leaders environmental leaders public relations managers accountability builders and organizational developers Even though there have been drastic changes in the leadership role from the first wave to the second wave up to now the empirical research on the secondary wave leadership in Hong Kong schools is still rare (Cheng amp Walker 2008)

Reform Syndrome Bottleneck and School Leadership

The discussion of educational reforms and leadership in Hong Kong schools can be put in the larger context of the Asia-Pacific In facing serious international competitions many countries or areas in the Region have initiated educational reforms and changes to make their systems more competitive There appeared a reform syndrome across the Region characterized by the following features

(1) The reform efforts of these countries were mutually ldquoinfectedrdquo and sharing some similar trends or patterns of reform behaviors

(2) They were often eager to achieve the reform targets in a very short time and implement many initiatives in parallel

(3) They often ignored their own cultural and contextual conditions in implementation of educational reforms and

(4) Too many parallel reforms often resulted in chaos and failures (Cheng 2008a)

In these years there has been emerging evidence of negative impacts of

23

this reform syndrome on the education system and teachers in some areas of the Region (Cheng 2007) Hong Kong is a salient case The over-competition from marketization the close control from accountability measures the increasing workload from numerous initiatives the de-professionalization from over-management and monitoring and the high pressure from uncertainties and ambiguities in education environment were some typical problems that potentially damage teachersrsquo well being and working conditions Many teachers were burnt-out and overburdened with unnecessary busy work The status of the teaching profession experienced serious decline and the schools lost many competent teachers The quality of teaching and learning inevitably deteriorated (Cheng 2004 24 Nov -1 Dec)

In 2004 the reform syndrome was found to create a ldquobottleneck effectrdquo

(Figure 5) with serious negative impacts on school education and teacher well-being in Hong Kong (Cheng 2004 29 March-5 April) The findings of five independent projects consistently revealed a disturbing picture ndash one of teachersrsquo suffering both physically and psychologically under the weight of the reform driven working conditions (Cheng 2004 24 Nov -1 Dec) Nearly 252 of Hong Kong teachers reported to have mood disorders Among these 197 had displayed symptoms associated with depression 138 with frequent anxiety and 83 with both It was found that approximately 12000 out of 50000 teachers in Hong Kong suffered from mood disorders and 2000 to 2500 teachers (4 to 52) had thought about suicide Around 50-52 of primary teachers felt that their work was lsquoout of controlrsquo and that they suffered from over work-related pressure Others reported insomnia (509) temper loss (486) and physical discomfort (466) Not surprisingly teacher morale was extremely low and many teachers had considered resigning

24

Figure 5 Bottle-neck Effect A Challenge to Leadership for Learning

Reform Aims High Quality Ed

Change in TampL

Bottleneckhigh workload

large class size too many lessons

Increase in difficulties

School-based initiativeInclusive educationIncrease student diversities

Parental Participation

Mandatory Staff

Development

Increased Extra-

curricula Duties

SBM

School Marketing

Sch Review amp Self Evaluation

Extended Services Many

meetingsSchool

Account-ability

High workload large class size and dominant social norms constrain

Hong Kong teachersrsquo teaching approaches and strategies They became the structural part of the ldquobottle-neckrdquo hindering any change of teaching and learning towards high quality education with students as centre The bottleneck effect is that any new educational initiatives with good will and training support to teachers can become additional burdens and hindrances on teachers and schools and the initiatives themselves (eg inclusive education increased student diversity and school-based initiatives) also block the ldquobottle-neckrdquo and hinder the implementation of other new coming reforms as illustrated in Figure 5

In facing the challenges of the second wave reforms and bottleneck effect

what is the role of school leaders What kind of leadership should they play in meeting these challenges How can they help their schools and teachers to manage the impacts of numerous parallel initiatives internally and externally Particularly how can they reduce the high workload and large class size to create a more manageable learning environment in line with the aims of worthwhile reforms Are the existing strategic leadership concepts and skills

25

really helpful in such contextual changes All these remain unanswered questions in the second wave reforms In other words there are a lot of blank areas for research on the second wave leadership in general and the leadership for managing reform syndrome and bottleneck effect in particular in Hong Kong and the Asia-Pacific (Cheng 2007)

As discussed above there are some limitations in the conceptualization

and practice of the second wave leadership It may not be so explicitly and directly focused on studentsrsquo self-initiative sustainable learning and multiple developments It is often too market-driven or competition-oriented in the SWOT analysis strategic planning and related action programmes This orientation may deviate from the core values and meanings of education The leadership initiatives may be focused too much on school competitions market survival and public relations instead of studentsrsquo learning or education activities as the core business Sometimes the leadership and strategy may be only reactive to the stakeholdersrsquo diverse short-term needs without considering long-term and sustainable development of students staff the school the profession and the community In particular it may ignore the relevance of educational services to the future of students and the society at large and the second-wave leadership itself may be ldquomarket strategicrdquo but ldquonot so future lookingrdquo for learning Third Wave Paradigm Future Leadership

At the turn of the new millennium the impact of rapid globalization far reaching influences of information technology (IT) and urgent demands for economic and social developments in international competition stimulated deep reflection on educational reform It is often assumed that the world is moving towards a society of life-long learning and multiple developments and the environment is fast changing with impacts from internationalization and technology advances To ensure that the younger generation could meet future challenges of rapid transformations in an era of globalization and IT researchers policy-makers and stakeholders in many countries argued for a paradigm shift in learning and teaching They advocated a reform of the aims content practice and management of education in order to ensure relevance of studentsrsquo learning for the future (see eg Ramirez amp Chan-Tiberghein 2003 Burbules amp Torres 2000 Cheng 2000a 2000b 2003 Daun 2001 Stromquist amp Monkman 2000)

In such a global context there is an emerging third wave of educational reforms with heavy emphasis on future effectiveness often defined by the

26

relevance of education to the future developments of individuals and their society In particular this is seen as meeting changed purposes and functions of education in the new Millennium and a new paradigm of education which embraces contextualized multiple intelligences globalization localization and individualization (Maclean 2003 Baker amp Begg 2003 Cheng 2005a) There is a paradigm shift in learning from the traditional site-bounded learning of the first and second waves towards the CMI-triplized Learning of the third wave as indicated in Table 3 Different from the first and second waves the new learning of the third wave is a kind of globalized localized and individualized learning (ie triplized learning) with aims to create unlimited learning opportunity for developing studentsrsquo contextualized multiple intelligences (CMI) which are relevant to multiple and sustainable developments (including technological economic social political cultural and learning developments) in both local and global contexts (Cheng 2005b)

Table 3 Paradigm Shift in Learning

Paradigm of CMI-Triplized Learning

(Third Wave)

Paradigm of Site-Bounded Learning (First amp Second Waves)

Individualized Learning

Reproduced Learning

bull Student is the centre of education bull Student is the follower of teacher bull Individualized Programs bull Standard Programs bull Self-Learning and developing CMI bull Absorbing Knowledge bull Self-Actualizing Process bull Receiving Process bull Focus on How to Learn bull Focus on How to Gain bull Self Rewarding bull External Rewarding

Localized and Globalized Learning

School Site-Bounded Learning

bull Multiple Sources of Learning bull Teacher-Based Learning bull Networked Learning bull Separated Learning bull Life-long and Everywhere bull Fixed Period and Within Institution bull Unlimited Opportunities bull Limited Opportunities bull World-Class learning bull Site-Bounded Learning bull Local and International Outlook bull Mainly Institution-based Experiences

As a consequence of globalization and international competition this third wave of educational reforms is driven by the notion of world-class education movements Effectiveness and improvement of education are thus

27

defined by world-class standards and global comparability so as to ensure that the future of both student and social development is sustainable in such a challenging era Schools may have sufficient autonomy to achieve their own visions for the future with local and international benchmarking in management and educational practice The positioning of school is a world-class institution for facilitating of multiple and sustainable developments of students and the society in a context of globalization and change

In the third-wave paradigm various types of collaboration are strongly emphasized between schools and other institutions on the long-term development of students locally regionally and globally instead of competition or short-term achievement locally The strategy developed by the leaders is a kind of Future Development Strategy based on the future relevance rationality in the SWOT analysis and strategic planning with focus on sustainable development of students teachers and the school globalization localization and individualization in education and unbounded opportunities for life-long learning The initiatives are often long-term oriented for multiple developments at different levels (Cheng 2005a)

In the third wave school leadership assumes the character of future leadership with focus on the pursuit of a new vision and new aims for education a paradigm shift in learning teaching and curriculum lifelong learning sustainable development global networking an international outlook and integration of IT in education (Pefianco Curtis amp Keeves 2003 Peterson 2003 Cheng 2001a) How to maximize learning opportunities for students through ldquotriplization in educationrdquo (ie as an integrative process of globalization localization and individualization in education) is a key challenge inviting a new paradigm of school leadership for the third wave of educational reforms (Cheng 2005a) So new concepts of school leadership are emerging in the third wave including triplization leadership multi-level learning leadership sustainable development leadership and paradigm shift leadership (Cheng 2008b in press a) The common strategic concerns of school leaders are completely different from those in the first and second waves including some of the following questions

bull How can the school make a paradigm shift in learning teaching and management practically and culturally possible towards globalization localization and individualization

bull How can the school maximize studentsrsquo learning opportunities through establishing IT environment networking and paradigm shifts in teaching and schooling

bull How can their schools facilitate and sustain the development of studentsrsquo self-learning as potentially lifelong

28

bull How can studentsrsquo ability to globalize localize and individualize their own learning be well developed

bull How can studentsrsquo contextualized multiple intelligences be continuously well developed And

bull How can various types of intellectual resources be achieved globally and locally to support world-class teaching and learning

The Case of Hong Kong Request for Future Leadership

In 1997 Education Commission Report No 7 entitled Quality School Education had strongly emphasized the school-based management as an important framework for enhancing education quality in Hong Kong schools All aided schools were required to fully implement school-based management since 2000 In 2000 Education Commission (2000 May September) issued a new blueprint for educational reforms with key principles such as Student-focused ldquoNo-loserrdquo Quality Life-wide Learning and Society-wide Mobilization This blueprint was promoting a paradigm shift in education with strong emphasis on the application of new principles and new thinking in learning and teaching According to Cheng (2005c) to a certain extent Hong Kong not only implemented the second wave reforms but also at the same time started to initiate a paradigm shift in education towards the third wave since 2000 Given the nature of SBM promoting parental and community involvement systematic development planning and reporting flexibility in using resources and organizational learning in Hong Kong schools it seems reasonable to assume that schools with better practice of SBM may be more adaptive to paradigm shift in education and create more opportunities for studentsrsquo learning to be globalized localized and individualized (Cheng 1996)

With a sample of 31 secondary schools 1119 teachers and 7063

students in Hong Kong Cheng amp Mok (2007 2008) investigated how the practice of SBM is related to the extent of paradigm shift towards globalization localization and individualization in education and how the extents towards SBM and paradigm shift in education are related to teachersrsquo student-centred teaching and studentsrsquo active and sustainable learning in terms of learning effectiveness multiple thinking in learning positive attitudes towards learning satisfaction with school life and application of various learning methods

The key findings were summarized in Figures 6 and 7 It was revealed

that the more a school is towards school-based management the more the school can be in paradigm shift towards the globalized localized and individualized education including curriculum learning and teaching Also

29

school-based management and paradigm shifts in education were found strongly related to the multiple indicators of teachersrsquo student-centered teaching and studentsrsquo active and sustainable learning The stronger in school-based management and paradigm shift in education of a school the more likely the teachers in using student-centered approaches in teaching the more likely the students in positive learning attitudes application of various learning methods effective learning (in terms of learning facilitation self reflection self-directed learning and learning opportunity) multiple thinking in learning activities and satisfaction with their school life The findings supported the theoretical conceptions of school-based management and paradigm shift proposed by Cheng (2000a 2005a) The findings led to a strong request for the third wave leadership in Hong Kong that can facilitate (1) the paradigm shift in management from the external control management toward the school-based management and (2) the paradigm shift in learning teaching and curriculum from the site-bounded paradigm towards the CMI-triplized paradigm (Cheng 1996 2000a 2005a)

28

High PSHigh SBM

Low PSLow SBM

Towards School-based Management (SBM)

Mean

Mea

n

Para

digm

Shi

ft in

Edu

catio

n (P

S)

Figure 6 Scattering Plot of Schools Paradigm Shift amp School-based Management

30

Figu

re 7

ldquoH

igh

SBM

amp H

igh

PSrdquo

Scho

ols

vs ldquo

Low

SB

M amp

Low

PSrdquo

Sch

ools

Req

uest

for F

utur

e Le

ader

ship

for

Lear

ning

31

Triplization Leadership for the Third Wave Learning

To facilitate paradigm shift towards the third wave learning school leadership needs to be a kind of triplization leadership (Cheng 2008b) Globalization in learning includes activities such as global networking and exploration through the support of IT in learning international immersion and exchange programs international partnership in various learning projects video-conferencing for international interactions and sharing among students and global issues in learning content The implications for school leaders are to ensure global relevance in learning objectives and content and achieve a wide range of advanced resources from different parts of the world for studentsrsquo globalized learning In such a context school leaders themselves need to have a global outlook and international communication skills in order to expand the scope of their leadership network and influence to a wide variety of stakeholders beyond their school sites and local communities to embrace a global agenda (Cheng 2005a)

Localization in learning may cover a wide range of activities (1) To

ensure the aims content and process of learning relevant to the local context so that studentsrsquo learning and development can benefit socially and intellectually from local application (2) To bring in local resources including physical financial cultural social and intellectual assets to support studentsrsquo learning activities (3) To increase parental involvement community partnership and collaboration with various social agents or business sectors in creating opportunities for studentsrsquo learning and teachersrsquo teaching and (4) To ensure the curriculum and studentsrsquo learning meets the future needs and multiple developments of the local community (Cheng 2005a) To realize successful localization in learning school leaders need to expand their leadership network and influence to key stakeholders and resource people in the local community

Given the importance of human initiative and creativity to the

developments of the new world individualization inevitably becomes a key element in education reform for the future The major implication for future school leadership is to enhance human initiative in learning including the motivation effort and creativity of students With the support of information technology and new approaches to learning school leadership should facilitate individualization in learning through such measures as implementing individualized learning programs designing and using individualized learning targets methods and progress schedules encouraging students to be self-learning self-actualizing and self-initiating meeting individual special needs and developing each studentrsquos own potential including contextualized multiple intelligences (Cheng 2005a) Given the limited resources for school education and the complexity and multiplicity in human nature and educational

32

expectations how school leaders can lead their schools to implement these measures successfully to meet the diverse needs of so many individuals and develop their CMI is often a core issue of future leadership Multi-level Learning Leadership Sustainable Development Leadership

Numerous scholars advocate action learning as the medium for development of creativity and intelligence in a rapidly changing environment (Wald amp Castleberry 2000 West-Burnham amp OrsquoSullivan 1998 Argyris amp Schoumln 1996 Senge 1990) Action learning in school is a form of learning which takes place at the individual level group level or at organizational level At the individual level it may take the form of student action projects or teacherrsquos learning from professional practices (Stevenson 2002 Argyris Putnam amp Smith 1985) At the organizational level or group level action learning may be a form of learning generated by daily or ad hoc activities or from short-term or long-term actions (or projects) of the school organization or group (Senge 1990 Cousins 1996)

In order to support studentsrsquo continuous learning at the individual and group levels it is also necessary to support teachersrsquo professional learning at both individual and group levels a process integral to organizational learning This is a process of multi-level learning which not only sustains continuous student learning but benefits teacher learning and wider school development (Cheng 1996 Cheng amp Cheung 2003 2004 Senge et al 2000) It follows that school leadership has to operate at multiple levels Multi-level learning leadership then characterizes the third wave in which school heads lead the action learning of their students teachers and all other members at different levels Within this model school leadership itself is also a process of action learning in which a leader or a group of leaders accumulate action knowledge and wisdom from their practice and that of their colleagues In particular the development of multiple thinking and creativity in leadership would contribute to the successful leadership for multi-level learning (Cheng in press a)

As a new paradigm the third-wave leadership also has its own limitations in conceptualization and practice It may be ldquotoordquo future looking in the SWOT analysis strategic planning and action programmes that may be too far away from the reality in practice and result in serious difficulties and failure in implementation The successful implementation of the third-wave leadership depends heavily not only on a paradigm shift in the mindset of school leaders themselves but also the echoing support from the system change culturally and technologically This paradigm may ignore the existing market needs and stakeholdersrsquo expectations and experience strong resistance and difficulty in practice In particular at the beginning of development the future leadership

33

may be considered as ldquonot so technically efficientrdquo or ldquonot so market strategicrdquo Conclusions

The challenges from contextual changes have tremendously changed the

nature and practice of education as well as its leadership in the Asia-Pacific and Hong Kong in the last two decades The new visions of education serious marketization and competition close interface with the community diverse stakeholdersrsquo expectations broadened external participation enhanced multi-level developments and continuing technological and cultural changes all demand education leaders to be more strategic and sensitive to the contextual changes They are expected to perform new leadership with new thinking international horizon forward looking innovative perspectives strong social networks and proactive action programmes

The three-wave models of leadership in fact represent a set of different

paradigms that can be employed in conceptualization of the nature and practice of leadership for learning and other educational practice in facing the increasing impacts and complexities of contextual changes and educational reforms in the Asia-Pacific Table 1 has summarized the major characteristics of three paradigms of leadership that present a new research typology for conceptualizing investigating and analyzing the paradigmatic diversities in leadership for learning The implications for research on leadership in Hong Kong and the Asia-Pacific are fruitful and innovative as explained below

Single Paradigm Research The rationale of research may be based on one single paradigm with focus on investigating the related factors and characteristics of leadership for learning in terms of leadership context leadership purpose leadership practice leadership impacts orand leadership development In the past three decades numerous studies of leadership in education in Hong Kong and the Asia-Pacific were mainly based on the first wave paradigm with focus on internal leadership Even though the development of second wave leadership in education has attracted much more attention in the last decade the research in this area is still underdeveloped not only in the Asia-Pacific but also in other parts of the world More research on the second wave leadership should be encouraged Given the importance of studentsrsquo self-initiative and capacity for future sustainability life learning and multiple developments in an era of globalization and transformation I believe the third wave paradigm that provides a completely new direction for conceptualizing leadership will become a major international trend of research development and practice of school leadership for new learning in the coming ten years

34

Multiple Paradigms Research In ongoing educational reforms in Hong

Kong and the Asia-Pacific the practice and development of leadership for learning in reality may be diverse involving more than one paradigm It would be interesting to apply two or three paradigms to investigate the fundamental differences in school leadership and compare the major leadership characteristics between school leaders whose schools are in different stages or contexts of educational reform or development The comparative studies of school leadership locally regionally and internationally across the three paradigms may provide a much broader and deeper perspective to understand the dynamics and related key features of leadership for studentsrsquo learning Also the research involving a full range of the key concepts of internal leadership interface leadership and future leadership may yield a more comprehensive picture to understand the complexities of educational reform and leadership and the findings may be more sophisticated and powerful to inform leadership practice and policy formulation for the new paradigm of learning Up to now investigation of school leadership by multiple paradigms is a completely new area yet to be explored in research

Paradigm Shift Research The paradigm shift of school leadership from one

wave to another wave involves not only the technical or operational changes but also the ideological and cultural changes at both individual and system levels It is quite complicated and not automatic How can school leaders change their original patterns of thinking and practice from the first or second wave paradigm towards the third wave paradigm for new learning What are the major conditions or driving forces for such kind of paradigm shift possible and successful Why What are the major characteristics and best practices of paradigm shift process in leadership in Hong Kong and the Asia-Pacific In addition to paradigm shift in leadership how can school leaders facilitate paradigm shift in learning teaching and management among students teachers and stakeholders successfully towards the third wave What are the major problems in the process of leading paradigm shift in education in schools What are the major conceptual and operational differences between the transformational leadership and paradigm shift leadership in research (Leithwood amp Tomlinson amp Gene 1996) All these or similar questions are in fact proposing an unexplored new area for paradigm shift research in the Asia-Pacific in coming years

In practice school leaders need to face up to the contextual challenges and develop appropriate positioning and strategy for their schools to be effective in achieving school aims competitive in surviving a market environment and sustainable in pursuing the future for their students teachers schools and the community In different contexts and stages of school life cycle school leaders

35

may adopt different paradigms to conceptualize their leadership for learning in different ways such as internal leadership interface leadership future leadership or a combination of them To different paradigms leadership for learning is characterized by different assumptions of education environment nature of learning types of reforms and movements school positioning conception of effectiveness nature of competition and demand for sustainability Correspondingly the key features of school strategy leadership role leadership concepts strategic concerns relevance to studentsrsquo sustainable learning and multiple developments and potential limitations are completely different across these three paradigms

Although internal leadership interface leadership and future leadership

for learning are based on different paradigms and they have their own features and limitations all of them have their key contributions to leadership functions in a complicated changing education environment To a great extent they are supplementary to each other taking internal improvement interface satisfaction and accountability and future relevance into consideration in leadership practice To different leaders and different schools the emphasis on these three types of leadership may be different If a school pursues not only internal effectiveness and interface effectiveness but also future effectiveness in student learning and other educational practice the leadership of this school should also include the key elements of internal leadership interface leadership and future leadership as a whole It may be considered as Total Leadership for Learning

From the trends of three wave reforms in the last two decades the

ongoing efforts of Hong Kong and the Asia-Pacific in development of leadership in education should shift their focus from mainly internal or interface leadership towards the third wave future leadership It is hoped that the typology of 3-wave paradigms can provide a new comprehensive framework for educators leaders researchers and policy-makers in the Asia-Pacific and beyond to study develop and practice leadership for new learning and paradigm shift in education

Part of the materials in this lecture was adapted from Cheng (2007 2008b in press b)

36

References Aaker DA amp Joachimsthaler E (2000) Brand leadership New York The Free Press Abdullah H M (2001 June 12-15) Policy dialogue on quality improvement in education A

Malaysian experience Paper presented at the Second International Forum on Quality Education Policy Research and Innovative Practices in Improving Quality of Education Beijing China

Argyris C amp Schoumln D A (1996) Organizational learning II Theory method and practice Reading MA Addison-Wesley

Argyris C Putnam R amp Smith D M (1985) Action science San Francisco CA Jossey-Bass Baker R amp Begg A (2003) Change in the school curriculum Looking to the future In J P

Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 541-554) The Netherlands Kluwer Academic Publishers

Blackledge D amp Hunt B (1985) Sociological interpretations of education Sydney Croom Helm

Burbules N C amp Torres C A (Eds) (2000) Globalization and education Critical perspectives New York Routledge

Bush T amp Coleman M (2000) Leadership and strategic management in education London Paul Chapman

Caldwell B J (1989) Strategic leadership resource management and effective school reform Journal of Educational Administration 36(5) 445-461

Caldwell B (2006) Re-imaging educational leadership Camberwell Australian Council for Educational Research Press

Caldwell B amp Spinks J (1992) Leading a self management school Lewes UK Falmer Chapman J D Sackney L E amp Aspin D N (1999) Internationalization in educational

administration Policy and practice theory and research In Murphy J amp Louis K S (1999) (eds) Handbook of research on educational administration (pp 73-97) (2nd ed) San Francisco Jossey-Bass

Chan B Cheng Y C amp Hau K T (1991) A technical report on the study of principal-teachers relationship in Hong Kong secondary schools Hong Kong The Chinese University of Hong Kong

Chan Y C amp Cheng Y C (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55ndash67

Cheng Y C (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29(2) 25ndash37

Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools An International Journal of Research Policy and Practice 5(3) 299ndash317

Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK Falmer Press

Cheng Y C (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Cheng Y C (2000a) A CMI-triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

Cheng Y C (2000b) Educational change and development in Hong Kong Effectiveness quality and relevance In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 17-56) The Netherlands Swets and Zeitlinger Publisher

Cheng YC (2000c) The Characteristics of Hong Kong School Principalsrsquo Leadership The Influence of Societal Culture Asia-Pacific Journal of Education 20(2) 68-86

37

Cheng Y C (2001a) Towards the third wave of educational reforms in Hong Kong Triplization in the new millennium Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Cheng Y C (2001b January 5-9) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement ldquoEquity Globalization and Change Education for the 21st Centuryrdquo Toronto Canada

Cheng YC (2002a) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

Cheng YC (2002b) Leadership and strategy In Bush T and Bell L (Eds) The principles and practice of educational management (pp51-69) London Paul Chapman

Cheng Y C (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

Cheng YC (2004 29 March-5 April) The big picture of educational reform Hong Kong Mingpao (httpwwwiededuhkcirddocarticles29mar04pdf) (in Chinese)

Cheng YC (2004 24 Nov -1 Dec) The conditions for the success of change in academic structure of high secondary education Hong Kong Mingpao (httpwwwiededuhkcirddocarticles24nov04pdf ) (in Chinese)

Cheng Y C (2005a) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer

Cheng Y C (2005b) Multiple thinking and multiple creativity in action learning Journal of Education Research 134(June) 76-105

Cheng YC (2005c) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and education policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

Cheng YC (2008a) Reform syndrome and educational research in the Asia-Pacific Region Invited presentation at the Symposium on Educational Research International Perspectives American Educational Research Association Annual Meeting 28 March 2008 New York USA

Cheng YC (2008b) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

Cheng YC (in press a) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

Cheng YC (in press b) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

Cheng YC amp Cheung WM (1999) Education quality profile The case of Hong Kong secondary schools Paper presented at the Annual Conference of the America Educational Research Association 19-24 April Montreal Canada

Cheng Y C amp Cheung W M (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

Cheng Y C amp Cheung W M (2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

38

Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

Cheng Y C amp Townsend T (2000) Educational change and development in the Asia-Pacific region Trends and issues In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 317-344) Lisse The Netherlands Swets amp Zeitlinger

Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

Coulson A J (1999) Market education The unknown history New Brunswick NJ Transaction Publishers

Cousins J B (1996) Understanding organizational learning for educational leadership and school reform In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp589-652) Dordrecht The Netherlands Kluwer Academic Publishers

Daun H (2001) Educational restructuring in the context of globalization and national policy US Routledge Falmer

Davies B (2003) Rethinking strategy and strategic leadership in schools Educational management and administration 26(2) 185-195

Davise B (2006) Leading the strategically focused school Success and sustainability London Paul Chapman

Davies BJ amp Davies B (2006) Developing a model of strategic leadership in schools Educational Management Administration and Leadership 34(1) 121-139

Eacott S (2008a) An analysis of contemporary literature on strategy in education International Journal of leadership in education 11(3) 257-280

Eacott S (2008b) Strategy in educational leadership In search of unity Journal of Educational Administration 46(3) 353-375

Education Commission (1997) Education Commission Report No 7 Quality School Education Hong Kong Government Printer

Education Commission (2000 May) Review of education system Reform proposals (Consultation document) Hong Kong Government Printer

Education Commission (2000 September) Learning for life learning through life Reform proposals for the education system in Hong Kong Hong Kong Government Printer

Education Department (2002) Continuing professional development for school excellence Hong Kong Education Department of Hong Kong SAR Government

Evans G R (1999) Calling academia to account Rights and responsibilities Buckingham Fullan M (1998) The meaning of educational change A quarter of a century of learning In

Hargreaves A Lierberman A Fullan M amp Hopkins D (eds) International handbook of educational change (pp 214-228) Dordrecht The Netherlands Kluwer Academic Publishers

Goertz M E amp Duffy M C (2001) Assessment and accountability systems in the 50 States 1999-2000 CPRE Research Report Series

Goldring E B amp Rallis S F (1993 April) Principals as environmental leaders The external link for facilitating change Paper presented at the annual meeting of the American Educational Research Atlanta USA

39

Gopinathan S amp Ho W K (2000) Educational change and development in Singapore In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 163-184) Lisse The Netherlands Swets amp Zeitlinger

Hallinger P Walker A amp BajunidIA (2005) Educational leadership in East Asia Implications for education in global society UCEA Review 45(1) 1-5

Headington R (2000) Monitoring assessment recording reporting and accountability Meeting the standards London David Fulton

Heller D E (Ed) (2001) The states and public higher education policy Affordable access and accountability Baltimore John Hopkins University Press

Henderson J (1989) Transformative curriculum leadership London UK Routledge Keeves J P amp Watanabe R (2003) (Eds) International handbook of educational research in the

Asia-Pacific region The Netherlands Kluwer Academic Publishers Kim Y H (2000) Recent changes and developments in Korean school education In T Townsend

amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 83-106) Lisse The Netherlands Swets amp Zeitlinger

Kirk P amp Shutte AM (2004) Community leadership development Community Development Journal 39 234-252

Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

Lee JCK amp Dimmock C (1999) Curriculum leadership and management in secondary schoolsrdquo A Hong Kong case study School Leadership and Management 19(4) 455-481

Leithwood K Tomlinson D amp Gene M (1996) Transformational school leadership In Leithwood K Chapman J Corson D Hallinger P and Hart A (eds) International handbook of educational leadership and administration (pp785-840) Dordrecht The Netherlands Kluwer Academic Publishers

MacBeath J (2007) Improving school effectiveness Retrospective and prospective In T Townsend B Avalos B Caldwell Y C Cheng B Fleisch L Moos L Stoll S Stringfield K Sundell W M Tam N Taylor amp C Teddlie (Eds) International handbook on school effectiveness and improvement (pp 57-74) Dordrecht The Netherlands Springer

MacBeath J amp Cheng YC (2008) (eds) Leadership for learning International perspectives Rotterdam The Netherlands Sense Publishers

Maclean R (2003) Secondary education reform in the Asia-Pacific region In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 73-92) The Netherlands Kluwer Academic Publishers

Mahony P amp Hextall I (2000) Reconstructing teaching Standards performance and accountability London Routledge

Meng H Zhou Y amp Fang Y (1997)(eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press

Mohandas R Meng H W amp Keeves J P (2003) Evaluation and accountability in Asian and Pacific countries In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 107-122) The Netherlands Kluwer Academic Publishers

Mok M M C Gurr D Izawa E Knipprath H Lee I Mel M A Palmer T Shan W amp Zhang Y (2003) Quality assurance and school monitoring In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 945-958) The Netherlands Kluwer Academic Publishers

Mukhopadhyay M (2001) Total quality management in education New Delhi National Institute of Educational Planning and Administration

Pang I Isawa E Kim A Knipprath H Mel M A amp Palmer T (2003) Family and community participation in education In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1063-1080) The Netherlands Kluwer Academic Publishers

40

Pefianco E C Curtis D amp Keeves J P (2003) Learning across the adult lifespan In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 305-320) The Netherlands Kluwer Academic Publishers

Peterson C C (2003) Lifespan human development In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 379-394) The Netherlands Kluwer Academic Publishers

Rajput J S (2001 February 14-16) Reforms in school education in India Plenary speech presented at the International Forum on Educational reforms in the Asia-Pacific Region ldquoGlobalization Localization and Individualization for the Futurerdquo HKSAR China

Ramirez F O amp Chan-Tiberghein J (2003) Globalisation and education in Asia In J P Keeves amp R Watanabe (Eds) International handbook of educational research in the Asia-Pacific region (pp 1095-1106) The Netherlands Kluwer Academic Publishers

Senge P M (1990) The fifth dimension The art and practice of the learning organization New York Doubleday

Senge P Cambron-McCabe N Lucas T Smith B Dutton J and Kleiner A (2000) Schools that learns New York DoubledayCurrency

Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188

Smith WF amp Andrew RC (1989) Instructional leadership How principals make a difference Alexandria VA Association for Supervision and Curriculum Development

Stevenson T (2002) Anticipatory action learning Conversations about the future Futures 34(5) 417-425

Stromquist N P amp Monkman K (2000) Globalization and education Integration and contestation across cultures Lanham Md Rowman amp Littlefield

Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

Tang X amp Wu X (2000) Educational change and development in the Peoples Republic of China Challenges for the future In T Townsend amp Y C Cheng (Eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp 133-162) Lisse The Netherlands Swets amp Zeitlinger

Townsend T Avalos B Caldwell B Cheng Y C Fleisch B Moos L Stoll L Stringfield S Sundell K Tam W M Taylor N amp Teddlie C (Eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer

UNESCO Institute for Statistics (UIS) (2006) Teachers and educational quality Monitoring global needs for 2015 Montreal Canada UNESCO UIS

Wald P J amp Castleberry M S (Eds) (2000) Educators as learners Creating a professional learning community in your school Alexandria VA Association for Supervision and Curriculum Development

Walker A (2003) School leadership and management In Keeves JP amp Watanabe R (eds) International handbook of educational research in the Asia-Pacific Region (p 959-972) Dordrecht The Netherlands Springer

West-Burnham J amp OrsquoSullivan F (1998) Leadership and professional development in schools How to promote techniques for effective professional learning London Financial Times Pitman Publishers

Yukl G (1989) Leadership in organisations (2nd Edn) Englewood Cliffs NJ Prentice-Hall

41

List of Selected Academic Publications Academic Books Authored Books 1 Cheng YC (2006) Paradigm shift in education Effectiveness

assurance Shanghai China Shanghai Education Press (9 Chapters pp1-341) (Simplified Chinese Edition) Taiwan Higher Education Publishing Ltd (9 Chapters pp1-245) (Complicated Chinese Edition)

2 Cheng YC (2005) New paradigm for re-engineering education Globalization localization and individualization Dordrecht The Netherlands Springer (22 Chapters pp1-505)

3 Cheng YC (2005) Educational leadership and reforms New paradigm Shanghai Shanghai Education Press (19 Chapterpp1-523) (Simplified Chinese Edition) (2003) Taiwan Higher Education Publishing (19 chapters pp 1-457) (Complicated Chinese Edition) (2nd printing June 2004)

4 Cheng YC (2001) (Korean Edition translated by Park C Y amp Kim SN) School effectiveness and school-based management A mechanism for development Tawgu Korea Won-Mi Publishing Co pp 1-355 (Simplified Chinese Edition Translated by KP Chan) Shanghai China Shanghai Education Press pp1-269 (2001) (Complicated Chinese Edition) Taipei Taiwan Psychological Publishing Co pp 1-331(2nd Printing March 2004)

5 Cheng YC (1996) School effectiveness and school-based management A mechanism for development London UK The Falmer Press pp1-203 (This is one of the 20 books in the world on educational management and leadership highly recommended by the National College of School Leadership of the UK Government)

6 Cheng YC (1996) The improvement of school management Theory reform and practice Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-191 (Chinese)

42

7 Cheng YC (1996)The pursuit of school effectiveness Research management and policy Hong Kong The Hong Kong Institute of Educational Research of the Chinese University of Hong Kong pp1-244

8 Cheng YC (1995) Function and effectiveness of education Hong Kong Wide Angle Press 3rd edition pp 1-507 (2nd edition 1991 1st edition 1986) (Chinese)

Edited Books 9 MacBeath J amp Cheng YC (eds) (2008) Leadership for learning

International perspectives Rotterdam The Netherlands Sense Publishers (19 Chapters pp1-295)

10 Townsend T Avalos B Caldwell B Cheng YC Fleisch B Moos L Stoll L Stringfield S Sundell K Tam WM Taylor N amp Teddlie C (eds) (2007) International handbook on school effectiveness and improvement Dordrecht The Netherlands Springer (51 chapters pp1-996)

11 Cheng YC W Chow amp MMC Mok (eds) (2004) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges Dordrecht The Netherlands Kluwer Academic Publishers (14 Chapters pp 1-238)

12 Cheng YC Mok MMC Chow KW (2003) (section editors) Section 6 Organization and management of education in the Asia-Pacific region (11 chapters pp 915-1080) In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region Dordrecht The Netherlands Kluwer Academic Publishers

13 Cheng YC Tsui KT K W Chow amp MMC Mok (eds) (2002) Subject teaching and teacher education in the new century Research and innovation Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp1-544) (22 chapters)

14 Cheng YC (chief editor) Tsui KT (editor) and sub-editors (2002) A knowledge base of teacher education and development Bibliographies 1990-2000 (An International co-publication project) Hong Kong Korea Thailand amp The Netherlands Hong Kong Institute of Hong Kong Korea Educational Development Institute Thailand Office of National Education Commission and Kluwer Academic Publishers Five volumes of 1750 pages in total with CD-ROM and search engine

i Book A Program and process of teacher education (pp1-317)

43

ii Book B Quality assurance reform and IT in teacher education (pp1-273)

iii Book C Research issues and contexts of teacher education and development (pp1-267)

iv Book D Teacher study and teaching competence (pp1-279) v Book E Staff development teaching developments in subject

areas and higher education (pp1-287) 15 Cheng YC (chief editor) Mok MM amp Chow KW (editors) (2002)

Hong Kong and international educational policies A handbook Hong Kong Hong Kong Institute of Education in collaboration with Asia-Pacific Educational Research Association Hong Kong Subsidized Secondary Schools and Subsidized Primary Schools Two volumes with CD-ROM and search engine

i Volume I Hong Kong-1997-2001 International-1990-2001 (pp1-560)

ii Volume II Hong Kong-1965-1997 (pp1-342) 16 Cheng YC Chow KW amp Tsui KT (eds) (2001) New teacher

education for the future International perspectives Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-550) (20 chapters)

17 Cheng YC Mok MCM amp Tsui KT (eds) (2001) Teaching effectiveness and teacher development Towards a new knowledge base Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (pp 1-520) (23 chapters)

18 Townsend T amp Cheng YC (eds) (2000) Educational change and development in the Asia-Pacific Region Challenges for the future Lisse The Netherlands Swets and Zeitlinger Publisher pp 1-357

19 Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-591 (30 chapters)

20 Cheng YC Chow KW amp Mok MM amp Tsui KT (editorial committee) amp 10 Subject Teams (eds) (2000) An annotated bibliography of school curriculum change and development in Hong Kong Hong Kong Hong Kong Institute of Education pp 1-558

21 Cheng Y C Chow KW SK Yeung amp WM Cheung (eds) (1998) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education pp 1-464

44

Research Reports

1 Cheng YC Ng SW Cheung CK Choi PL Tang YF Yuen YM Yuen WW (2009) A technical research report on the development of Hong Kong as a regional education hub (pp 1-125) Hong Kong The Hong Kong Institute of Education

2 Cheng YC Cheung ACK Ng SW Choi PL Tang SYF Yuen CYM amp Yuen TWW (2008) Report on the study of promoting Hong Kongrsquos higher education services to markets outside the Chinese Mainland Hong Kong The Hong Kong Institute of Education (The study by commissioned by the Hong Kong Trade Development Council)

3 Chan B Cheng YC amp Hau KT (1991) A technical report on the principal-teacher relationship research project Hong Kong Hong Kong Subsidized Secondary Schools Council

Edited Academic Journals

Cheng YC (associate editor) (since 2006) International Journal of Educational Management Vol 20-23

Cheng YC (chief editor) (1998-2003) Asia-Pacific Journal of Teacher Education and Development Vol 1-6

Refereed Academic Journal Articles

1 Cheng YC (in press) A Topology of 3-wave Models of Strategic Leadership in Education International Studies in Educational Administration

2 Cheung A Yuen WW Yuen YM amp Cheng Y C (in press) Promoting Hong Kongrsquos Higher Education to Asian Markets Market Segmentations and Strategies International Journal of Educational Management

3 Walker A amp Cheng YC (in press) Leading international primary schools An integrative agenda for building understanding The International Studies in Educational Administration

4 Cheng YC (2009 in press) Teacher management and educational reforms Paradigm shifts UNESCO Prospects-Quarterly Review of Comparative Education

45

5 Cheng YC (2009) Educational reforms in Hong Kong in the last decide Reform syndrome and new developments International Journal of Educational Management 23 (1) 65-86

6 Cheng YC amp Mao YQ (2009)(eds) Special Issue on Educational Administration in China International Journal of Educational Management 23 (1)

7 Cheng YC amp Mok MMC (2008) What effective classroom Towards a paradigm shift School Effectiveness and School Improvement 19(4) 365-385

8 Cheng YC amp Walker J A (2008) When reform hits reality The bottle-neck effect in Hong Kong primary schools School Leadership and Management 28(5) 467-483

9 Cheng YC amp Mok MMC (2007) School-based management and paradigm shifts in education An empirical study International Journal of Educational Management 21(6) 517-542

10 Cheng YC (2007) Future developments of educational research in the Asia-Pacific Region Paradigm shifts reforms and practice Educational Research for Policy and Practice 671-85

11 Cheng YC (2006) Human-oriented education and school innovation Paradigm Shift Global Education 35(10) 7-11

12 Cheng YC amp Tam WM (2006) Waves trends and challenges of school effectiveness and improvement A report from Asia Prospects International and Comparative Education Quarterly 36 (1) 99-107 (UNESCO Chinese edition)

13 Mok MMC Cheng YC Moore P amp Kennedy K (2006) The development and validation of the self-directed learning scale (SLS) Journal of Applied Measurement 7(4) 418-449

14 Mok MMC amp Cheng YC (2006) Self-learning in a networked environment Journal of Education Research No145 May 82-101 (in Chinese Taiwan)

15 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (I) Educational Administration Research 5 35-47 (in Chinese)

16 Cheng YC (2005) Sustainable school effectiveness and improvement Multiple thinking and creativity (II) Educational Administration Research 6 11-19 (in Chinese)

17 Cheng YC (2005) Multiple thinking and multiple creativity in action learning Journal of Education Research No134 June 76-105 (in Chinese Taiwan)

46

18 Cheng YC (2005) Multiple thinking and creativity in organizational learning International Journal of Educational Management 19(7) 605-622

19 Cheng YC (2005) Multiple thinking and creativity in action learning Research and development Global Education (in Simplified Chinese)

20 Cheng YC(2004) Fostering local knowledge and human development in globalization of education International Journal of Educational Management 18(1) 7-24

21 Cheng YC amp Cheung WM(2004) Four types of school environment Multi-level self management amp education quality Educational Research and Evaluation 10(1) 71-100

22 Cheng YC (2003) School leadership and three waves of education reforms Cambridge Journal of Education 33(3) 417-439

23 Cheng YC (2003) Quality assurance in education Internal interface and future Quality Assurance in Education 11(4) 202-213

24 Cheng YC amp Cheung WM (2003) Profiles of multi-level self-management in schools International Journal of Educational Management 17(3) 100-115

25 Cheung WMamp Cheng YC (2003) Developing the multi-level self management capacity of school through intervention Journal of Basic Education 12(1) 69-99

26 Tam WM amp Cheng YC (2003) A typology of organizational culture in primary schools Productive shaky conservative or hindering International Journal of Educational Reform 12(1) 2-25

27 Walker A Stott K amp Cheng YC (2003) Principal supply and quality demands in south and East Asia A tale of two cities Australia Journal of Education 47(2) 197-208

28 Cheng YC (2002) New orientations of school effectiveness in the new century Instruction and Management 158 3-5

29 Cheng YC Mok MMC amp Tsui KT (2002) Educational reforms and research in Hong Kong A request for comprehensive knowledge Educational Research for Policy and Practice 1(1) 7-21

30 Cheng YC Ng KH amp Mok MMC (2002) Economic considerations in education policy making A simplified framework International Journal of Educational Management 16(1)18-39

31 Cheng YC amp Chow KW (2002) Systems of teacher education International perspectives and future developments Asia-Pacific Journal of Teacher Education and Development 5(2) 1-28

47

32 Cheng YC Tam WM amp Tsui KT (2002) New conceptions of teacher effectiveness and teacher education in the new century Journal of Teacher Centre 1(1) 1-19

33 Cheung WM amp Cheng YC (2002) An outlier study of multi-level self management and school performance School Effectiveness and School Improvement International Journal of Research Policy and Practice 13(3) 253-290

34 Cheng YC (2001) Triplization and educational reform in the new century Instruction and Management 122 3-10

35 Mok MMC amp Cheng YC (2001) A theory of self learning in a human and technological environment Implications for education reforms International Journal of Education Management 15(4) 172-186

36 Tam WM amp Cheng YC (2001) The management of education quality Comparison of competing perspectives Education Journal 29(1)47-70

37 Cheng YC (2000) The characteristics of Hong Kong school principalsrsquo leadership The influence of societal culture Asia-Pacific Journal of Education 20(2) 68-86

38 Cheng YC (2000) Strategic leadership for educational transformation in the new millennium Chulalongkorn Education Reviews 6(2) 15-32

39 Cheng YC (2000) A new paradigm of teacher education in the new millennium Anthropological Notebook VI(1) 39-62 (Slovenia)

40 Cheng YC (2000) A CMI-Triplization paradigm for reforming education in the new millennium International Journal of Educational Management 14(4) 156-174

41 Cheng YC (2000) New education and new teacher education A paradigm shift for the future Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34

42 Cheng YC (2000) Cultural factors in educational effectiveness A framework for comparative and cross-cultural research School Leadership and Management 20(2) 207-225

43 Cheng YC amp Chan MT (2000) Implementation of school-based management A multi-perspective analysis of Hong Kong Case International Review of Education 46(3-4) 205-232

44 Tsui KT amp Cheng YC (2000) Multi-dimensional teacher performance in the new century Implications for school management Asia-Pacific Educational Researcher 9(2) 184-208

48

45 Yuen BY amp Cheng YC (2000) Leadership for teachersrsquo action learning International Journal of Educational Management 14(5) 198-209

46 Cheng YC (1999) Recent education developments in the east south Asia An introduction School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 3-9 (The Netherlands)

47 Cheng YC (1999) The pursuit of school effectiveness and educational quality in Hong Kong School Effectiveness and School Improvement An International Journal of Research Policy and Practice 10(1) 10-30

48 Cheng YC amp Cheung WM (1999) Towards school-based management Uncertainty meaning opportunity and development International Journal of Educational Reform 8(1) 25-36

49 Cheng YC amp Cheung WM (1999) Lessons from TIMSS in Europe An observation from Asia Educational Research and Evaluation 5(2) 227-236

50 Cheng YC amp Tsui KT (1999) Multi-models of teacher effectiveness Implications for research Journal of Educational Research 92(3) 141-150

51 Tsui KT amp Cheng YC (1999) School organizational health and teacher commitment A contingency study with multi-level analysis Educational Research and Evaluation 5(3) 249-268

52 Cheng YC (1998) The pursuit of a new knowledge base for teacher education and development in the new century Asia-Pacific Journal of Teacher Education and Development 1(1) 1-16

53 Cheng YC (1998) The knowledge base for re-engineering schools Multiple functions and internal effectiveness International Journal of Educational Management 12(5) 203-224

54 Cheng YC amp Tsui KT (1998) Research on total teacher effectiveness Conception strategies International Journal of Educational Management 12(1) 39-47

55 Cheung WM amp Cheng YC (1998) The instrumentation for research on teacher self management Educational Research and Evaluation 4(3) 235-258

56 Chan M T Ching YC and Cheng YC (1997) Teacher participation in decision making The case of SMI schools in Hong Kong Education Journal 25(2) 17-42

49

57 Cheng YC (1997) School re-engineering in the new century An organizational perspective Educational Research Journal 12(1) 73-95

58 Cheng YC amp Cheung WM (1997) Multi-models of education quality and multi-levels of self management in school Educational Management and Administration 24(4) 451-462

59 Cheng YC and Ng KH (1997) Conception and management of school crisis A multi-perspective analysis Education Journal 25(1) 1-23

60 Cheng YC amp Tam WM (1997) Multi-models of quality in education Quality Assurance in Education 5(1) 22-31

61 Cheng YC amp Walker A D (1997) Multi-functions of school-based teacher education International Journal of Educational Management 11 (2) 80-88 (UK)

62 Cheung WM amp Cheng YC (1997) Strategies for implementing multi-level self management in school International Journal of Educational Management 11(4) 159-169(UK)

63 Kwok ML Lo SK Ng MB amp Cheng YC (1997) New and experienced secondary school principals Leadership management difficulties confidence efficacy and satisfaction Educational Research Journal 12(1) 60-72

64 Shum LC amp Cheng YC (1997) Perceptions of woman principalrsquos leadership and teacherrsquos work attitudes Journal of Educational Administration 35(2) 168-188 (Australia)

65 Tam WM Cheng YC amp Cheung WM (1997) A reengineering framework for total home-school partnership International Journal of Educational Management 11(6) 274-285

66 Cheng YC (1996) Relation between teachers professionalism and job attitudes educational outcomes and organizational factors Journal of Educational Research 89(3) 163-171

67 Cheng YC (1996) The multiplicity of school functions A new direction for school effectiveness research Educational Research Journal 11(2) 175-184

68 Cheng YC (1996) A school-based management mechanism for school effectiveness and development School Effectiveness and School Improvement An International Journal of Research Policy and Practice 7(1) 35-61

69 Cheng YC Tam WM amp Cheung WM (1996) The conception of total home-school cooperation Asian Journal of Counseling 5(2) 27-42

50

70 Cheng YC amp Tsui K T (1996) Total teacher effectiveness Conception and improvement International Journal of Educational Management 10(6) 7-17 (UK)

71 Cheung WM amp Cheng YC (1996) A multi-level framework for self management in school International Journal of Educational Management 10 (1) 17-29 (UK)

72 Ng KH amp Cheng YC (1996) Research on school organizational change Methodological considerations Educational Research Journal 11(2) 165-174

73 Tam WM amp Cheng YC (1996) A typology of primary school environment Synergetic headless mediocre and disengaged Educational Management and Administration 24(3) 237-252 (UK)

74 Walker AD amp Cheng Y C(1996) Professional development in Hong Kong primary schools Beliefs practice and change Journal of Education for Teaching 22 (2) 197-212

75 Cheng YC amp Cheung WM (1995) A framework for the analysis of educational policies International Journal of Educational Management 9(6) 10-21

76 Cheung WM Cheng YC amp Tam WM (1995) Parental involvement in school education Concept practice and management Journal of Primary Education 5(2) 57-66

77 Ng KH amp Cheng YC (1995) Research on school organizational changes Approaches and strategies Educational Research Journal 10(1) 73-93

78 Tam WM amp Cheng YC (1995) School environment and student performance A multi-level analysis Educational Research Journal 10(1) 5-21

79 Cheng YC (1994) Principals leadership as a critical indicator of school performance Evidence from multi-levels of primary schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 5 (3) 299-317

80 Cheng YC (1994) Teachers locus of control as an indicators of teachers job attitudes and perceived organizational factors Journal of Educational Research 87(3) 180-188

81 Cheng YC (1994) Teacher leadership style A classroom-level study Journal of Educational Administration 32 (3) 54-71

82 Cheng YC (1994) Classroom environment and student affective performance An effective profile Journal of Experimental Education 62(3) 221-239

51

83 Cheng YC (1994) A preliminary profile of the education quality in Hong Kong primary schools Journal of Primary Education 5 (1) 1-18

84 Cheng YC (1994) Effectiveness of curriculum change in school An organizational perspective International Journal of Educational Management 8(3) 26-34

85 Cheng YC amp Ng KH (1994) School management initiative and strategic management Journal of Primary Education 4(2) 1-16

86 Cheng YC amp Tam WM (1994) A theory of school-based staff development Development matrix Education Journal 22(2) 221-236

87 Tai WS amp Cheng YC (1994) The job characteristics of secondary school teachers Educational Research Journal 9(1) 77-86

88 Cheng YC (1993) The theory and characteristics of school-based management International Journal of Educational Management 7 (6) 6-17

89 Cheng YC (1993) Profiles of organizational culture and effective schools School Effectiveness and School Improvement An International Journal of Research Policy and Practice 4(2) 85-110

90 Cheng YC (1993) A study of principals leadership in Hong Kong primary schools Primary Education 3 (2) 15-26

91 Cheng YC (1993) A mechanism for school-based curriculum change Journal of Primary Education 4 (1) 11-20

92 Chan YC amp Cheng YC (1993) A study of principals instructional leadership in secondary schools Educational Research Journal 8 55-67 1993

93 Ng KH amp Cheng YC (1993) Teachers attitudes towards school change Education Journal 21(1) 3-14

94 Cheng YC (1992) A study of teachers professionalism in Hong Kong primary schools Antecedents and consequences Primary Education 2 (2) 11-21

95 Cheng YC (1992) A preliminary study of school management initiative Induction and responses to management reform Educational Research Journal 7 21-32

96 Cheng YC (1992) A theory of teacher education network Education Journal 20 (1) 17-24

97 Cheng YC amp Ng KH (1992) Economic analysis of educational policy A preliminary frame-work Primary Education 3 (1) 55-64

98 Cheng YC (1991) The theory of school-based management and external control management Primary Education 1 3-18

52

99 Cheng YC (1991) The characteristics of effective classrooms Primary Education 2(1) 1-10

100 Cheng YC (1991) Strategies for conceptualizing school administration research An effectiveness approach Education Journal 19 (1) 69-81

101 Cheng YC (1991) Organizational environment in schools Commitment control disengagement and headless Educational Administration Quarterly 27(4) 481-505

102 Cheng YC (1991) Leadership style of principals and organizational process in Hong Kong secondary schools Journal of Educational Administration 29 (2) 25-37

103 Cheng YC amp Ng K H (1991)Organizational change in schools Theories strategies and techniques Education Journal 19 (2) 133-144

104 Yuen BY amp Cheng YC (1991) A contingency study of principals leadership behavior and teachersrsquo organizational commitment Educational Research Journal 6 53-62 1991

105 Cheng YC (1990) Conception of school effectiveness and models of school evaluation Education Journal 18 (1) 47-61

106 Cheng YC (1990) An investigation of antecedents of organizational commitment Educational Research Journal 5 29-42

107 Cheng YC (1989) Organizational culture Development of a theoretical framework for organizational research Education Journal 17 (2) 128-147

108 Cheng YC (1987) A study of school organizational environment and teachers professional behaviors Educational Research Journal 2 13-16

109 Cheng YC amp Chan B Y (1987) Non-intervention management and school administration The Chinese Journal of Administration 42 36-45

110 Cheng YC (1986) School effectiveness as related to organizational climate and leadership style Educational Research Journal 1 86-94

111 Cheng YC (1986) A framework of curriculum effectiveness Education Journal 14 (1) 30-36

112 Cheng YC (1985) Organizational climate in Hong Kong aided secondary schools Education Journal 13 (2) 49-55

Academic Book Chapters

1 Cheng YC (in press) Localization and globalization in curriculum Development of local knowledge In US Chaudhari (ed) Sociology of knowledge New Delhi India Sage

53

2 Cheng YC (in press) Application of qualitative research in policy development Implications from educational reforms in the Asia-Pacific Region In F Shamim (ed) Qualitative research in developing countries Karachi Pakistan University of Karachi

3 Cheng YC (in press) Three waves in educational reforms Paradigm shifts In Peking University Seminar Group (ed) Selected Lectures of Peking University Beijing Peking University (in simplified Chinese)

4 Cheng YC (in press) Multiple thinking and creativity in school leadership A new paradigm for sustainable development In S Huber (ed) Professionalization of school leadership Long Hanborough UK Peter Lang

5 Cheng YC (2009) Paradigm shift in pre-service teacher education Implications for innovation and practice In Cock K Lock G amp Brook C (eds) Innovative practices in pre-service teacher education An Asia-Pacific Perspective (pp3-22) Rotterdam The Netherlands Sense Publishers

6 Cheng YC (2008) New learning and school leadership Paradigm shift towards the third wave In MacBeath J amp Cheng YC (eds) Leadership for learning International perspectives (pp 15-35) Rotterdam The Netherlands Sense Publishers

7 Cheng YC amp Tam WM (2007) School Effectiveness and Improvement in Asia Three Waves Nine Trends and Challenges In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp245-268) Dordrecht The Netherlands Springer

8 Tam WM amp Cheng YC (2007) Teacher education and professional development for sustainable school effectiveness In T Townsend B Avalos Brahm Fleisch N Taylor YC Cheng WM Tam amp B Caldwell L Stoll L Moos C Teddlie amp S Stringfield (eds) International handbook on school effectiveness and school improvement (pp751-766) Dordrecht The Netherlands Springer

9 Cheng YC (2006) Three waves of teacher education and development Paradigm shift in applying ICT In M Chaib and A K Svensson (eds) ICT in teacher education Challenging prospects (pp 39-76) Joumlnkoumlping Sweden Joumlnkoumlping University Press

10 Cheng YC (2006) New paradigm of learning and teaching in a networked environment Implications for ICT literacy In L W H Tan amp R Subramaniam (eds) Handbook of research on literacy in technology at the K-12 level (pp 1-20) Hershey USA Idea Group

54

11 Cheng YC (2005) School culture of multi-level self-management In M Pol L Hlouskova P Novotny amp J Zounek (eds) School culture and strategies of development and research (pp116-180) Brno Czech Republic Masaryk University (in Czech language)

12 Cheng YC (2005) Globalization and educational reforms in Hong Kong Paradigm shift In J Zaida K Freeman M Geo-JaJa S Majhanovich V Rust amp R Zajda (eds) The international handbook on globalization and eduation policy research (ch 11 pp165-187) Dordrecht The Netherlands Springer

13 Cheng YC W Chow amp MMC Mok (2004) Reforming teacher education amid paradigm shift in school education In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the new millennium Trends and challenges (pp3-22) Dordrecht The Netherlands Kluwer Academic Publishers

14 Cheng YC (2004) New principalship for globalization localization and individualization Paradigm shift In Ahmad R H amp Hee TF (eds) Principalship and school management (17-42) Kuala Lumpur Malaysia Principalsrsquo Institute University of Malaya

15 Cheng YC amp W Chow (2004) Institutions of teacher education in Asia Changes and challenges In Cheng YC W Chow amp MMC Mok (eds) Reform of teacher education in Asia-Pacific in the New Millennium Trends and Challenges (pp 219-238) Dordrecht The Netherlands Kluwer Academic Publishers

16 Cheng YC Mok MMC Chow KW (2003) Organization and management of education in the Asia-Pacific Region Development reform and growth In Keeves J amp Watanabe R(chief editors) The handbook on educational research in the Asia-Pacific Region (section 6 pp 915-930) Dordrecht The Netherlands Kluwer Academic Publishers

17 Cheng YC (2003) Trends in educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region(section 1 pp 3-16) Dordrecht The Netherlands Kluwer Academic Publishers

18 Cheng YC (2003) The theory and practice of school-based management International perspectives In A Volansky amp I Friedman (eds) School-based management International perspectives (pp 233-278) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

19 Cheng YC (2003) New vision of school-based management In A Volansky amp I Friedman (eds) School-based management International

55

perspectives (pp31-56) Jerusalem Israel Ministry of Education (in both English and Hebrew editions)

20 Cheng YC (2003) Localization and globalization in curriculum Paradigm shift and multiple theories In KF Law KT Tsui QQ Zhong amp M Q Yang (eds) Reforms of curriculum and instruction in Hong Kong and Shanghai A paradigm shift (chapter 1 pp 3- 22) Shanghai amp Hong Kong China East Normal University and Hong Kong Institute of Education (Chinese)

21 Cheng YC (2003) Globalization localization and individualization of education for the future In B Davies J West-Burnham (chief editors) amp B Caldwell (section editor) The handbook of educational leadership and management (pp 660-670) London Pearson Education Ltd

22 Cheng YC (2003) Fostering local knowledge and wisdom in globalized education In L Chawalert P Sinlarat amp N Cate (eds) Globalization and localization enmeshed Searching for a balance in education (13-46) Bangkok Thailand Faculty of Education Chulalongkorn University

23 Cheng YC (2003) Challenges and research into educational reforms in the Asia-Pacific Region In Keeves J amp Watanabe R (chief editors) The handbook on educational research in the Asia-Pacific Region (section 8 pp1315-1330) Dordrecht The Netherlands Kluwer Academic Publishers

24 Cheng YC Tsui KT Chow KW amp Mok MMC (2002) Search for paradigm shift in subject teaching and teacher education In Cheng YC Tsui KT K W Chow amp MMC Mok (eds) Subject teaching and teacher education in the new century Research and innovation (pp 3-30) Hong Kong amp The Netherlands Hong Kong Institute of Education amp Kluwer Academic Publishers

25 Cheng YC Cheung WM amp Tam WM (2002) The Pacific Rim and AustraliamdashHong Kong (World Class Schools The Case Studies of More Effective and Less Effective Schools in Hong Kong) In D Reynolds B Creemers S Stringfiled C Teddlie amp G Schaffer (eds) World class schools International perspective on school effectiveness (chapter 8 pp138-155) London Routledge Falmer

26 Cheng YC (2002) Three waves of education reform Internal interface and future In YC Cheng MMC Mok amp KW Chow (eds) Hong Kong and International educational policies A handbook (Vol 1 pp3-30) Hong Kong Hong Kong Institute of Education

27 Cheng YC (2002) The changing context of school leadership Implications for paradigm shift In Leithwood K amp Hallinger P (eds) Second international handbook of educational leadership and

56

administration (pp 103-132) Dordrecht The Netherlands Kluwer Academic Publishers

28 Cheng YC (2002) Paradigm shift in school effectiveness Internal interface and future In Griffith A amp Reynolds C (eds) Equity and globalization in education (87-117) Calgary Canada Temeron Press

29 Cheng YC (2002) New trends in educational administration in the 21st century In Feng Daming (ed) Communication and sharing in educational administration The dialogue between leading Chinese and Western scholars at the turn of the century China Shanghai Educational Publishing House

30 Cheng YC (2002) Leadership and strategy in education In Bush T amp Bell L (eds) Educational management Principles and practice (pp51-69) London Paul Chapman

31 Cheng YC (2002) Multi-models of education quality and principal leadership In KH Mok and D Chan (eds) Globalization and education The quest for quality education in Hong Kong (pp 69-88) Hong Kong Hong Kong University Press

32 Mok MMC amp Cheng YC (2001) Teacher self learning in a networked environment In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 109-144) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

33 Cheng YC Chow KW amp Tsui KT (2001) In search of a new teacher education International perspectives In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives (pp 3-29) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

34 Cheng YC (2001) Teacher effectiveness in the new century Research for development and practice In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 2 pp27-56) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

35 Cheng YC (2001) New education and total life-long teacher education Relevance quality and effectiveness In Lertchalolarn C Sinlarat P Praitrakul A Srivardhana P (eds) Reforming teacher education for the new millennium Searching for the new dimensions (pp 33-64) Bangkok Thailand Faculty of Education Chulalongkorn University

36 Cheng YC (2001) New education and new teacher education A paradigm shift for the future In Cheng YC Chow KW amp Tsui KT (eds) New teacher education for the future International perspectives

57

(pp 33-88) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers (reprinted from the article with the same title published in Asia-Pacific Journal of Teacher Education amp Development 3(1) 1-34 2000)

37 Cheng YC amp Tsui KT (2001) A framework of total teacher effectiveness In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 3 pp57-84) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

38 Cheng YC Mok MMC amp Tsui KT (2001) Towards a knowledge base for teaching effectiveness and teacher development In Cheng YC Mok MCM amp Tsui KT (eds) Teaching effectiveness and teacher development Towards a new knowledge base (chapter 1 pp3-26) Hong Kong amp Dordrecht Hong Kong Institute of Education amp Kluwer Academic Publishers

39 Tsui KT amp Cheng YC (2000) A framework of curriculum effectiveness Research and development In Cheng YC Chow KW amp Tsui KT (eds) (2000) School curriculum change and development in Hong Kong (ppxvii-xlviii) Hong Kong Centre for Research and International Collaboration Hong Kong Institute of Education

40 Townsend T amp Cheng YC (2000) Charting the progress Influences that have shaped education in the Asia-Pacific Region In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp1-14) Lisse The Netherlands Swets and Zeitlinger Publisher

41 Cheng YC (2000) Educational change and development in Hong Kong Effectiveness quality and relevance In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific region Challenges for the future (pp17-56) Lisse The Netherlands Swets and Zeitlinger Publisher

42 Cheng YC amp Townsend T (2000) Educational change and development in the Asia-Pacific Region Trends and issues In Townsend T amp Cheng YC (eds) Educational change and development in the Asia-Pacific Region Challenges for the future (pp317-344) Lisse The Netherlands Swets and Zeitlinger Publisher ( This article has been adapted and translated into Thai language by the Office of National Education Commission (ONEC) of the Thailand government)

43 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization In the Chinese Educational Research Association (ed) New vision of

58

educational development in the new century (pp 1-41) Taiwan Taiwan Books Store (Chinese)

44 Cheng Y C (1999) Teacher education in Hong Kong In MY Koo amp CY To (eds) The past and the future of Hong Kong education (pp351-365) Beijing People Education Press

45 Cheng YC amp Cheung WM (1998) Analysing Hong Kong educational policy Application of a comprehensive framework In Y C Cheng et al (eds) Handbook on educational policy in Hong Kong (1965-1998) Hong Kong Hong Kong Institute of Education

46 Cheung WM Cheng YC amp Tam WM (1996) Parental participation in school education Management and implementation In W Y Tsui (ed) New trend in home-school cooperation 48-70 1996 Hong Kong Breakthrough

47 Cheng YC Tam WM amp Cheung WM (1996) The theory and practice of home-school cooperation In Faculty of Education of University of Macau (ed) Educational support School family and community (pp 93-115) Macau Universidade de Macau and Direccao dos Servicos de Educacao e Juventude de Macau

48 Cheng YC (1996) Management and effectiveness of moral and civic education in school A framework for research and practice In Leslie Lo amp SW Man (eds) Research and endeavors in moral and civic education (pp153-177) Hong Kong The Hong Kong Institute of Educational Research The Chinese University of Hong Kong

49 Cheung WM amp Cheng YC (1995) A theory of teacher self-learning in school organization In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 75-81) Hong Kong Department of Curriculum Studies The University of Hong Kong

50 Cheng YC Ng KH amp Tam WM (1995) The theory of staff development for effective school-based change In Francis Lopez-Real (ed) Teacher education in the Asian region (pp 65-74) Hong Kong Department of Curriculum Studies The University of Hong Kong

51 Cheng YC (1995) School educational quality Conceptualization monitoring amp enhancement In PK Siu amp P Tam (eds) Quality in education Insights from different perspectives (pp123- 147) Hong Kong The Hong Kong Educational Research Association

52 Reynolds D Teddlie C Creemers B Cheng YC Dundas B Green B Epp JR Hauge T E Schaffer EC and Stringfield S (1994) School effectiveness research A review of the international literature In Reynolds D et al (eds) Advances in school effectiveness research and practice Chapter 3 (pp25-54) UK Pergamon Press

59

Professional Articles

1 Cheng YC (2007) Parent liberal studies and contextualized multiple intelligence In Coalition of Education-concerned Parents (eds) Lessons on liberal studies Learning from renowned people (pp4-11) Hong Kong Singdao Publishing Ltd

2 Cheng YC (2006) Paradigm shifts in learning and application of ICT in education Digital Learning August 20-22

3 Cheng YC (2006) New paradigm in extra-curricular activities In W H Tsang C Y Hung amp W L Chu (eds) Extra-curricular activities Investigation and management (pp 17-21) Hong Kong Hong Kong Extra-Curricular Activities Mastersrsquo Association

4 Cheng YC (2005) Nine questions on the formulation of education policies in the Asia-Pacific region Shanghai Education No 9 5A 41-43 (in Simplified Chinese)

5 Cheng YC (2005) Trends of education reforms in the Asia-Pacific region Shanghai Education No 8 4B 42-44 (in Simplified Chinese)

6 Cheng YC (2003) New teacher education model for the 21st Century Journal of Nanjing Xiaozhuang College 19(2) 26-32

7 Cheng YC (2003) New paradigm of tertiary learning Globalization localization and individualization In CY Lai (ed) Leader 21 Future leaders for global changes (pp14-17) Hong Kong The City University of Hong Kong

8 Cheng YC (2002) A paradigm shift in science learning and teaching In Yeung YY et al (eds) Innovative ideas in science teaching Theories and exemplars (pp 4-10) Hong Kong Hong Kong Institute of Education and Hong Kong Teachersrsquo Association ltIt is a chapter version of the online journal article Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2)

9 Cheng YC (2000) Beyond economics In the special issue on Education The Last Frontier for Profit (p37) The Courier UNESCO Paris UNESCO

10 Cheng YC (2000) A paradigm shift in science learning and teaching Asia-Pacific Forum Science Learning and Teaching 1(2) (On-line Journal)

60

11 Cheng YC (2000) New wave in education Globalization localization and individualization The Hong Kong Institute of Education magazine 1 2000 2-4 (Translation-in The Journal of Quality School Education 1 7-9 2001)

12 Cheng YC (1998) The multiple functions of school art education Newsletter of Hong Kong society for education in art No 2 7-8 1998

13 Cheung WM and Cheng YC (1997) Self management Implications for teacher training Training for Quality 5(4) 160-168 (UK)

14 Cheng YC (1997) The meaning and development of team spirit in School Modern Education Bulletin 43 32-33

15 Cheng YC (1996) The mechanism for enhancing effectiveness of language education in school Modern Educational Bulletin 38 8-10 June 1996

16 Tam WM amp Cheng YC (1996) Staff development for school education quality Implications from multi-models Training for Quality 4(4) 16-24 (UK)

17 Cheng YC (1995) Monitoring educational quality in school Modern Educational Bulletin 34 44-46 June

18 Cheng YC (1995) Approach to enhancing educational quality Modern Educational Bulletin 35 35-37 September

19 Cheng YC (1993) The meaning and function of parental involvement in schools Modern Educational Bulletin Issue No 26 pp 12-14 ( 1st print ICAC periodical for schools 1-2 May 1991)

20 Cheng YC (1992) An analysis of effectiveness of the recommendations of education commission report No 5 Modern Educational Bulletin 23 43-48

21 Cheng YC (1991) School-based management and school management initiative Modern Educational Bulletin 3-9 Sept

22 Cheng YC (1991) The meaning and function of parental involvement in schools ICAC Periodical for Schools 1-2 May ( 2nd print Modern Educational Bulletin Issue No 26 12-14 1993)

23 Cheng YC (1990) School processes and effectiveness of civic education The School Civic Education Bulletin Issue No 3 pp1-13 Education Department Sept 1990 ( 1st print Education Journal 15 (2)11-17 1987)

24 Cheng YC (1990) Management strategy and school improvement Looking forward to a new decade New Horizons Journal of Hong Kong Teachers Association 31 62-67 Nov

61

25 Cheng YC (1987) School processes and effectiveness of civic education Education Journal 15 (2) 11-17 ( 2nd print The School Civic Education Bulletin Issue No 3 1-13 1990)

26 Cheng YC (1987) Effectiveness of science teaching in contributing to civic education What teaching strategies New Horizons The Journal of Hong Kong Teachersrsquo Association 28 129-141

27 Cheng YC (1985) The issue of teacher quality in Hong Kong An educational-ecological perspective New Horizons The Journal of Hong Kong Teachers Association 26 36-41

Other Academic Publications

1 Cheng YC (2003) Local knowledge and human development in globalization of education In Y Josephine (ed) Globalization and Challenges for Education Focus on Equity and Equality (pp 27-64) New Delhi India Shipra Publications

2 Cheng YC (2002) Towards the third wave of school effectiveness and improvement in Hong Kong Internal interface and future ERIC (EA031899) Eugene OR Clearinghouse on Educational Management

3 Cheng YC (2001) School leadership in the new millennium A new paradigm In the proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 160-193) Taiwan National Taiwan Normal University

4 Cheng YC (2001) New theory of school effectiveness assurance in the third wave In proceedings of the international conference on ldquoKnowledge Economy and Education Developmentrdquo edited by National Taiwan Normal University and five educational research associations (pp 106-135) Taiwan National Taiwan Normal University

5 Cheng YC (2001) New paradigm of school education in the third millennium Leung SO (ed) Proceedings of the Regional Conference on Research on Multiple Dimensions of Education (pp157-173) Macau Universidade De Macau

6 Cheng YC (2001) New citizenship education Implications from triplization and contextualized multiple intelligence In the Proceedings of the International Forum of Democratic Citizenship Education in the Asia-Pacific Region (pp169-198) Seoul Korea Korea Educational Development Institute

62

7 Cheng YC (2001) Education reforms in the Asia-Pacific Region Trends challenges and research (ED 461938 EA 031533) Eugene OR ERIC Clearinghouse on Educational Management

8 Cheng YC (2001) Book Review School-based management by Ibtsam Abu-Duhou (UNESCO International Institute for Educational Planning 1999) International Review of Education 47(3-4) 401-403

9 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence New Delhi India The National Institute of Educational Planning and Administration (pp1-37)

10 Cheung WM amp Cheng YC (1997) The theory and practice of self managing school Hong Kong Educational Research Committee Hong Kong Catholic Diocesan Schools Council (Primary Section)

11 Cheung W M amp Cheng YC (1997) Multi-level self management in school Further development of school-based management in Hong Kong Eugene OR ERIC (Educational Resources Information Center) (no EA 028632) Clearinghouse on Educational Management

12 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Eugene OR ERIC (Educational Resources Information Center) (no EA 028356) Clearinghouse on Educational Management

13 Cheng YC (1997) Monitoring school effectiveness Conceptual and practical dilemmas in developing a framework Eugene OR ERIC (Educational Resources Information Center) (no EA 028359) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp197-206) China Guangxi Normal University Press)

14 Cheng YC (1997) A new direction of educational reforms in the 21st century Hong Kong and international contexts ERIC (Educational Resources Information Center) (no EA 028155) Eugene OR ERIC Clearinghouse on Educational Management Pages 1-43

15 Cheng YC (1997) A framework of indicators of education quality in Hong Kong primary schools Development and application Eugene OR ERIC (Educational Resources Information Center) (no EA 028358) Clearinghouse on Educational Management (USA) (In H Meng Y Zhou amp Y Fang (eds) School based indicators of effectiveness Experiences and practices in APEC members (pp207-250) China Guangxi Normal University Press)

63

16 Cheung WM and Cheng YC (1996) Individual and group level teacher self learning Implications for teacher education ERIC (No ED 401273) Washington DC ERIC Clearinghouse on Teaching and Teacher Education

17 Cheng YC Cheung WM amp Tam WM (1996) A multi-level and multi-indicator perspective of school effectiveness A case study ERIC (Educational Resources Information Center) Microfiche No ED 395382 37 pages April 1996 Eugene OR ERIC Clearinghouse on Educational Management

18 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century In Hong Kong Educational Research Association (ed) Keynote Papers on the Theme ldquoRestructuring Schools in Changing Societiesrdquo of the Annual Conference of the Hong Kong Educational Research Association (pp1-44) Hong Kong Hong Kong Educational Research Association

19 Cheng YC (1996) Monitoring education quality in schools Framework and technology ERIC (Educational Resources Information Center) Microfiche (noED381891-EA026683) 41p Feb 1996 Eugene OR ERIC Clearinghouse on Educational Management

20 Cheng YC (1996) Effective classroom environment for studentsrsquo satisfaction and academic achievement In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

21 Cheng YC (1996) A multi-level and multi-indicators framework for monitoring education quality in primary schools In National Council for Educational Research and Training (ed) School effectiveness and classroom processes at the primary stage New Delhi India NCERT

22 Cheng YC (1995) School effectiveness and improvement in Hong Kong Taiwan and Mainland China In Creemers BHM amp Osinga N(eds) ICSEI country reports (pp11-30) Gemeenschappelijk Centrum voor Onderwijsbegeleiding in Friesland Leeuwarden The Netherlands January

23 Cheng YC (1994) Education and development of people and nation A chain-reaction model proposal Proceedings of the Second Academic Research Conference on Modernization of China the National Institute of Social Sciences (Mainland China) and the Academic Research Foundation of Promoting China Modernization (Taiwan) Beijing China 22-27 August

24 Cheng YC (1993) The strength of principals leadership The structural human political symbolic and educational dimensions National Center

64

for Educational Leadership Occasional Paper No 20 Harvard University April

25 Cheng YC (1992) School improvement and school effectiveness research in Hong Kong International network news 1-2 September

26 Cheng YC amp Chan BY (1992) The management thought of Lao Tzu Implications for management of modern organizations In Articles on management and philosophy (pp 253-273) edited by the Graduate School of Philosophy National Central University

27 Cheng YC (1991) Teachers job attitudes and schools organizational attributes A school-level analysis In Improving the quality of the teaching profession An international perspective edited by the International Council on Education for Teaching 621-634

28 Cheng YC (1990) The relationship of job attitudes and organizational commitment to different aspects of organizational environment Educational Resources Information Center (ERIC) Microfiche 45p Sept26

Training Materials

1 Cheng YC (1993) Module 2 Planning and structuring for development and effectiveness pp1-43 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

2 Cheng YC (1993) Module 1 Meaning and principles of SMI and effectives schools pp 1-104 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

3 Cheng YC (1993) Module 3 Staff development amp appraisal for development amp performance pp1-122 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

4 Cheng YC (1993) Module 4 Monitoring school effectiveness pp 1-89 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

5 Cheng YC (1993) Module 5 Leadership and management of change pp1-109 Training Packages for Supervisors Principals and Assistant Principals of School Management Initiative Schools Hong Kong The Chinese University of Hong Kong

65

List of Invited KeynotePlenary Speeches at InternationalAcademic Conferences 1 Cheng YC (2009 forthcoming) Quality assurance for new learning

International implications for research and practice Invited keynote speech at the International Seminar cum Annual Conference of All India Association for Educational Research (AIAER) on the theme Quality Concerns in Education on December 22 - 24 2009 at Lucknow Uttar Pradesh India

2 Cheng YC (2009 forthcoming) Strategies for quality and innovation in higher education International trends and local developments Invited plenary speech at the International Forum on Higher Education with theme on ldquoChallenges and reflection on the talent development under the financial tsunamirdquo organized by the National Taiwan Normal University 12-14 November 2009

3 Cheng YC (2009 forthcoming) Teacher management Reforms and international paradigm shifts Invited keynote speech at the International Conference organized by the Shanghai Normal University 15-16 October 2009

4 Cheng YC (2009) Teacher management and development Reform syndrome and paradigm shifts Invited keynote speech at the International Conference on Educational Research (ICER 2009) organized by Faculty of Education Khon Kaen University Thailand Hirosaki University Japan and Hong Kong Institute of Education September 11-12 2009

5 Cheng YC (2009) Paradigm shift in higher education leadership Globalization and local developments Invited plenary speech at the International Conference on Higher Education Research and Development (IHERD2009) 9 to 12 July 2009 organized by Dhurakij Pundit University Bangkok Thailand

6 Cheng YC (2009) Teacher management for educational reforms and new learning Invited keynote speech at the International Conference on Teacher Development and Management organized by the World Bank the UK Department for International Development (DfID) the European Commission UNICEF amp UNESCO with the technical support of

66

Ministry of Human Resource Development the National Council of Educational Research and Training (NCERT) the National University of Educational Planning and Administration (NUEPA) and the National Council of Teacher Education on 23-25 February 2009 Vidya Bhawan Society Udaipur India

7 Cheng YC (2008) Initiatives for new learning Integration sustainability and creativity Invited keynote speech at the International Conference of Asia-Pacific Educational Research Association 2008 in Singapore on 26-28 November 2008

8 Cheng YC (2008) Research on school leadership Change in paradigm and practice Invited keynote speech at the International Conference organized by the East Taiwan University on 25-26 July 2008

9 Cheng YC (2007) School leadership for new learning and sustainable development Towards third wave Invited keynote speech at the 2nd International Conference for Educators with the theme of ldquoChange Forces in Education A Global Perspectiverdquo organized by Taylorrsquos University College Subang Jaya in Malaysia 18-19 June 2007

10 Cheng YC (2007) Multiple models of integrated learning Conception effectiveness amp creativity Invited keynote speech at the Conference on Integrated Learning Research and Classroom Practice organized by MSST Hong Kong Institute of Education on 14 December 2007

11 Cheng YC (2007) Challenges and strategies for teacher education development in the Asia-Pacific Region Invited special lecture at the ldquoStrengthening APEID and its Networks Planning for the 8th Programme Cyclerdquo Meeting of the UNESCO-APEID in Bangkok 15-17 May 2007

12 Cheng YC (2007) Educational research in the Asia-Pacific Region Paradigm shift reforms and practice Special speech invited by the President of American Educational Research Association (AERA) at the Presidential Session of the Annual Meeting of AERA held in Chicago 9-13 April 2007

13 Cheng YC (2006) School reforms and world-class education Three waves and paradigms shifts Invited keynote speech at the International Symposium on Educational Innovation and School Reforms organized by the Department of Education of Pusan National University Pusan Korea 20-21 December 2006

14 Cheng YC (2006) Future developments of educational research in the Asia-Pacific Region Reforms policy and networks President address at the Asia-Pacific Educational Research Association International Conference held in Hong Kong from 29-30 November 2006

67

15 Cheng YC (2006) Qualitative research in globalization and development Implications for educational reforms Invited Specialist Lecture at the Multi-disciplinary International Conference on Qualitative Research in Developing Countries organized by the Faculty of Arts University of Karachi Karachi Pakistan from 3-4 November 2006

16 Cheng YC (2006) International trends and issues of teacher education and reforms Invited keynote speech at the First Chinese Teacher Education Forum organized by Teacher Education Research Centre of the Beijing Normal University and Journal of 21st Century Principals on 29-31 October 2006 Beijing Normal University

17 Cheng YC (2006) Paradigm shifts in learning and integration of ICT in education Invited keynote speech at the Digital Learning India 2006 organized by the Centre for Science Development and Media Studies (CSDMS) together with the Department of Information and Technology of India and United Nations Development Programmes (UNDP) on the theme ldquoVision 2010rdquo on August 23-25 2006 at Hotel Taj Palace in New Delhi India

18 Cheng YC (2006) Trends and issues of teachers and teacher education in Asia-Pacific Invited keynote speech presented at the Regional Seminar on the Status of Teachers Attracting Developing and Retaining Effective Teachers organized by the United Nations Educational Scientific and Cultural Organization (UNESCO) 1-3 August 2006 Bangkok Thailand

19 Cheng YC (2006) New Paradigm of learning and teaching in a networked environment Implications for applying ICT Invited keynote speech presented at the International Conference on ICT in Teaching and Learning organized by the Open University of Hong Kong and the Hong Kong Web Symposium Consortium from 10-11 July 2006

20 Cheng YC (2006) A paradigm shift in redefining and ensuring learning Towards multiple and sustainable effectiveness Invited keynote speech presented at the World Education Forum 2006 organized by iT21 (international) International Enterprise Singapore and World Bank 21-23 June 2006

21 Cheng YC (2006) Multiple thinking and creativity in multi-level learning for sustainable development Invited keynote speech presented at the Educational Association Research of Singapore Conference organized by the Educational Research Association of Singapore 29-31 May 2006 Singapore

22 Cheng YC (2006) Innovative management and leadership in school Paradigm shift in effectiveness assurance Invited keynote speech

68

presented at the Academic Conference on School Innovative Management organized by the Research Institute of Education and Management of the National University of Tainan on 29 April 2006 Tainan Taiwan

23 Cheng YC (2005) Sustaining educational effectiveness Multiple thinking and creativity in multi-level learning Invited keynote speech presented at the International Conference on Curriculum reform and school management innovations organized by the Institute of Curriculum and Instruction East China Normal University and the Education Bureau of Jiading District 30 October to 1 November 2005 Shanghai China

24 Cheng YC (2005) Three waves of teacher education reform Sustainable development and ICT application Invited keynote speech presented at the International Forum on Teacher Education jointly organized by East China Normal University UNESCO Chinese Committee and UNESCO-Asia and Pacific Regional Bureau for Education 25-27 October 2005 Shanghai China

25 Cheng YC (2005) Multiple thinking and creativity in school leadership Invited keynote speech presented at the International Seminar 2005 on Professionalization of School Leadership organized by the University of Erfurt Erfurt Germany in 3-7 October 2005

26 Cheng YC (2005) Sustainable School Effectiveness and Improvement Multiple Thinking and Creativity Invited keynote speech presented at The First International Conference on School Effectiveness and School Improvement in China organized by Shenyang Normal University Shenyang Liaoning China 23-25 September 2005

27 Cheng YC (2005) Multiple thinking and multiple creativity in organizational learning Invited plenary speech presented at the International Conference on Learning Organization Research and Development (ILCORD2005) with the theme ldquoLearning Organization in a Learning Worldrdquo jointly organized by King Mongkutrsquos University of Technology Thonburi and All India Association of Educational Research At KMUTT Bangkok Thailand 18-22 April 2005

28 Cheng YC (2004) Learner-centred Approach Enhancing multiple thinking and multiple creativity in action learning Invited keynote speech presented at the fourth International Forum on Education Reform 2004 with theme ldquoLearner-Centred Approach Towards Education for Sustainable Developmentrdquo organized by Office of Education Council and held in September 6-10 2004 in Bangkok Thailand

29 Cheng YC (2004) Paradigm shift in teacher education and ICT application Invited keynote speech presented at the International

69

Conference on Teacher Education (ICTED2004) organized by the College of Education of the University of the Philippines and held in June 30-July 2 2004 Manila Philippines

30 Cheng YC (2004) A typology of contextualized multiple thinking in action learning Enhancing creativity Invited keynote speech presented at the Thinking Qualities Initiative Conference on the theme ldquoThinking and Learning in Actionrdquo held in June 25-26 2004 Baptist University Hong Kong

31 Cheng YC (2004) Principalsrsquo leadership and effectiveness in the new century Implications for the principals of Tin Ka Ping secondary schools Invited keynote speech at the National Principals Forum for All Tin Ka Ping Secondary Schools organized by the Tin Ka Ping Foundation and Quizhou Normal University in 25-27 June 2004 in Quizang China

32 Cheng YC (2004) Principalship in the new century Implications from the three waves of school effectiveness Invited keynote speech at the Advanced Seminar for Principals of Guangdong of China organized by Guangdong Institute of Education in 15-27 June 2004 in Guangzhou China

33 Cheng YC (2004) Three waves of teacher education and development Paradigm shift in applying ICT Invited keynote speech presented at the Scandinavian-Asian Pacific Conference with the theme on ldquoThe Challenge of Integrating ICT in Teacher Educationrdquo held in June 2-4 2004 Jonkoping Sweden

34 Cheng YC (2004) Paradigm shift in learning Implications for IBO schools Keynote speech invited by International Baccalaureate Organization and presented at the IBO Asia Pacific Regional Conference with the theme ldquoResearch in practice Implications for IBO schoolsrdquo in Mumbai India over 19-21 March 2004

35 Cheng YC (2003) Organization of education in the Asia-Pacific Region Reforms trends and research Invited plenary presentation at the UNESCO-APEID International Conference on Education in 4-7 November 2003 Shanghai China

36 Cheng YC (2003) School-based management and learning improvement Invited keynote speaker at the third International Forum on Education Reform 2003 with theme ldquoEducation Decentralization Revisited School-based Managementrdquo organized by the Office of National Education Commission to be held in September 8-11 2003 in Bangkok Thailand

37 Cheng YC (2003) Triplization in teacher education Paradigm shift in teacher effectiveness Invited keynote speech at the 23rd Annual Seminar

70

of the International Society for Teacher Education (ISTE 2003) on ldquoTeacher Education Meeting the Needs of the New Generationrdquo to be held in April 22-28 2003 (The conference was finally cancelled because of the outbreak of SARS in Hong Kong)

38 Cheng YC (2003) New principalship for globalization localization and individualization Paradigm shift for the future Invited keynote speech presented at the International Conference on ldquoPrincipalship and School Management Practices in an Era of Globalization Issues and Challengesrdquo organized by Ministry of Education Malaysia and University of Malaya in April 22-24 2003

39 Cheng YC (2003) Local knowledge and human development in globalization of education Invited keynote speech presented at the International Conference on Globalization and Challenges for Education organized by the National Institute of Educational Policy and Administration (NIEPA) in February 19-21 2003 in New Delhi India

40 Cheng YC (2002) Teacher effectiveness for paradigm shift in learning Invited keynote speaker at the Annual Conference of Educational Research Association of Singapore from 20-22 November 2002 in Singapore The theme of the conference is ldquoCreating Partnership in Research on Pedagogy and Classroom Practicerdquo

41 Cheng YC (2002) Fostering local knowledge and wisdom in globalized education Invited keynote speech presented at the 8th International Conference held at Faculty of Education of Chulalongkorn University 18-21 November 2002 Bangkok Thailand The theme of the conference is ldquoGlobalization and Localization Enmeshed Searching for a Balance in Educationrdquo

42 Cheng YC (2002) New paradigm of borderless education Challenges strategies and implications for effective education through localization and internationalization Invited keynote speaker at the International Conference on Learning and Teaching with the theme ldquoChallenge of Learning and Teaching in a Brave New World Issues and Opportunities in Borderless Education from 14-16 October 2002 Hatyai Thailand

43 Cheng YC (2002) Linkage between innovative management and student-centred approach Platform theory for effective learning Invited Plenary Speech presented at the Second International Forum on Education Reform Key Factors in Effective Implementation organized by Office of National Education Commission in collaboration with UNESCO and SEAMEO Bangkok Thailand 2-5 September 2002

44 Cheng Y C (2001) A new paradigm of education Globalization localization individualization amp contextualized multiple intelligence

71

Invited keynote speech presented at the Conference on ldquoImpact of Globalization on Educationrdquo organized by The National Institute of Educational Planning and Administration in 18-20 December 2001 New Delhi India

45 Cheng YC (2001) Keynote Speech 1 New theory of school effectiveness assurance in the third wave Keynote Speech 2 School leadership in the new millennium A new paradigm Invited keynote speeches presented at the international conference on ldquoKnowledge Economy and Education Developmentrdquo organized by National Taiwan Normal University and four educational research associations in Taiwan in 13-16 December 2001

46 Cheng YC (2001) Education reforms in Hong Kong Three waves towards the future Invited plenary speech at the International Conference on Education Research (ICER) organized by Institute of Asia-Pacific Education Development of the Seoul National University in 25-26 October 2001 Seoul Korea

47 Cheng YC (2001) Education reforms in Hong Kong Challenges strategies and international implications Invited plenary speech at the International Conference on Education Reforms organized by the Office of the National Education Commission of Thailand Government to celebrating the 2nd Anniversary of Education Reforms in Thailand in 30 July ndash 2 August 2001 in Bangkok Thailand

48 Cheng YC (2001) Paradigm shifts in quality improvement in education Three waves for the future Invited plenary speech at the International Forum on Quality Education for the Twenty-first Century co-organized by UNESCO-PROAP National Commission for UNESCO of Ministry of Education and National Institute of Educational Research of China in12-15 June 2001 Beijing China

49 Cheng YC (2001) Tertiary teaching and learning in the new century Effectiveness quality amp relevance Invited by the University Grants Committee to represent the Committee to give a keynote speech on the Hong Kong Conference on Quality in Teaching and Learning held in 24-26 May 2001

50 Cheng YC (2001) New paradigm of school education in the third millennium Invited keynote speech presented at The Regional Conference on Research on Multiple Dimensions of Education held at Universidade De Macau in 19-20 May 2001 Macau

51 Cheng YC (2001) New vision of school-based management Globalization localization and individualization Invited keynote speech at the National Conference on School-based Management organized by

72

the Ministry of Education of the Israel Government in April 1-6 2001 in Tel Aviv Israel

52 Cheng YC (2001) New design of learning environment Implications from new paradigm of education Invited plenary speech at the Symposium on ldquoInnovative Design for Learning Environmentrdquo held by the Department of Architecture the Chinese University of Hong Kong on 3 March 2001 at the Hong Kong Convention and Exhibition Centre

53 Cheng YC (2001) Towards the third wave of education reforms in Hong Kong Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region held in 14-16 February 2001 Hong Kong

54 Cheng YC (2001) Educational relevance quality and effectiveness Paradigm shifts Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto Canada with the theme ldquoEquity Globalization and Change Education for the 21st Centuryrdquo

55 Cheng Y C (2000) Educational reforms in the new century Multiple intelligence and globalization localization and individualization Invited keynote speech presented at the Regional Conference on Vision and Planning of Educational Development in the New Century organized National Taiwan Normal University and four educational research associations in Taiwan in 8-12 December 2000

56 Cheng YC (2000) Value-added and value-created of education Invited plenary speech at the annual conference of the Hong Kong Teachers Association on ldquoIssues of Teacher Development in the New Centuryrdquo 2 December 2000

57 Cheng YC Mok MC amp Tsui KT (2000) Educational research for policy development and practice in Hong Kong Invited plenary speech at the Regional Seminar on Educational Research for Policy and Practice held by National Institute for Educational Research of Japan with the support of UNESCO on 2-7 October 2000 in Tokyo Japan

58 Cheng YC (2000) New education and total life-long teacher education Relevance quality and effectiveness Invited plenary speech presented at The International Conference on Reforming Teacher Education for the New Millennium Searching for the New Dimensions organized by Faculty of Education Chulalongkorn University and SEAMEO RIHED 10-13 July 2000 Bangkok Thailand

59 Cheng YC (2000) The knowledge base for the practice of school-based management An international perspective Keynote speech invited by Thai Office of National Education Commission (ONEC) the Office of the

73

National Education Commission of Thailand Government at the educational forum to policy-makers educational administrators and ONEC staff in launching the implementation of school management reform towards school-based management on 4 May 2000 at ONEC in Bangkok Thailand

60 Cheng YC (2000) Total life-long teacher education driven by triplization Effectiveness quality and relevance in the third millennium Invited plenary speech presented at the 2000 International Symposia on Educational Reforms and Teacher Education Innovation for the 21st Century 26-30 March 2000 Tokyo Japan

61 Cheng YC (2000) Globalization localization and individualization for effective education Keynote speech presented at the 14th International Congress for School Effectiveness and Improvement ldquoGlobal Networking for Quality Educationrdquo 4-8 January 2000 Hong Kong

62 Cheng YC (1999) Curriculum and pedagogy in new century Globalization localization and individualization for multiple intelligences Invited keynote speech presented at the 5th UNESCO-ACEID International Conference with the theme ldquoReforming Learning Curriculum and Pedagogy Innovative Visions for the New Centuryrdquo 13-16 December 1999 Thailand

63 Cheng YC (1999) Globalization localization and individualization for the quality of teaching and learning in tertiary institutions Invited plenary speech presented at the Action Learning Project Conference held by the Action Learning Project on 27 December 1999 in the Lam Woo International Conference Centre of the Hong Kong Baptist University

64 Cheng YC (1999) Two waves of educational reforms in Hong Kong Towards the new millennium Invited keynote speech presented at the Chinese Communities International Education Conference Educational Reform Towards the 21st Century-Teacher and Social Change The conference was organized by the Hong Kong Teachersrsquo Centre Hong Kong Baptist University and Hong Kong Institute of Education October 1999

65 Cheng YC (1999) The knowledge and practice of school effectiveness An international perspective for school reforms Keynote speech presented at the Asia-Pacific Economic Cooperation (APEC) Project Seminar on ldquoAchieving High Performing Schools Using Measurement to Manage Improvementrdquo May 5-8 1999 Shanghai China

66 Cheng YC (1999) The layer leadership and multi-model leadership in school for the new millennium Invited as one of keynote Presenters by the Australian Council for Educational Administration for the

74

Educational Leadership Online (ELO) ndash AusAsia Online Conference on Leadership for the New Millennium Leaders with Soul The conference was held on 6-22 August 1999

67 Cheng YC (1997) The transformational leadership for school effectiveness and development in the new century Invited plenary speech at the International Symposium on Quality and Training of Primary and Secondary Principals Towards the 21st Century organized by State Education Commission of the Peoplersquos Republic of China and the United Nations Educational Scientific and Cultural Organization (UNESCO) Nanjing China 20-24 January 1997

68 Cheng YC (1996) The pursuit of new school functions Reengineering schools for the new century Keynote speech presented at the Annual Conference of the Hong Kong Educational Research Association 16-17 November 1996

69 Cheng YC (1994) School effectiveness and school-based management A mechanism for education quality Keynote speech presented at the International Congress for School Effectiveness and Improvement Melbourne Australia Jan 1994

75

List of Selected Research Projects 1 Assessing the Contribution of Distributed Leadership to School

Improvement (General Research Fund of UGC 2009-2012 HK$1901240) (Co-Investigator with Philip Hallinger as PI)

2 Consultancy Study of Promoting Hong Kongrsquos Higher Education Services to Markets outside the Chinese Mainland (Started from April 2007 to February 2008 funded by the Hong Kong Trade Development Council HK$ 1149000) (Principal Investigator) (co-PIs AProf Alan Chi Keung Cheung amp Dr Ng Shun Wing) (completed)

3 School-based Management as Related to Globalization Localization and Individualization in Education (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 610500) (Principal Investigator) (completed)

4 Secondary Studentsrsquo Independent Learning The Conceptual Framework Measurement Profile and Application for School Improvement (Started from Nov 2003 to Oct 2006 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$ 697000) (co-Investigator with Dr Magdalena Mo Ching Mok as Principal Investigator) (completed)

5 School-based Management Multi-Level Management amp Educational Quality in Hong Kong Primary Schools (1999-2002 funded by the Competitive Earmarked Research Grant of the Research Grants Council of the UGC HK$532000) (Principal Investigator) (completed)

6 School-based Management Research and Development (started from 1993 Sponsored by the Competitive Earmarked Research Grant ($150000) of the Research Grants Council of the UGC 1995-96 and $45680 from the Research Committee of CUHK 1994-96) (Principal Investigator ) (completed)

7 Education Quality in Hong Kong Secondary Schools Indicators and Organizational Determinants (1994-1996 sponsored by the Competitive Earmarked Research Grant ($302000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

8 Education Quality in Hong Kong Primary Schools Indicators and Organizational Determinants (1992-1994 sponsored by the Competitive Earmarked Research Grant ($332000) of the Research Grants Council of the UGC) (Principal investigator) (completed)

76

9 International School Effectiveness Research Project (ISERP) (The first stage study 1992-1994 and representatives from the Netherlands Norway UK USA Canada Australia and Taiwan sponsored by the Epson Foundations award $100000 and the Mainline Research Schemes award $33000) (Principal investigator of the Hong Kong part) (completed)

10 A Survey of the Effectiveness of Hong Kong Secondary School System (1991-1994 with Prof NK Lo (principal investigator) Prof YP Chung Prof CM Chung Prof WK Tsang sponsored by the funding $642000 of the Research Grants Council of the UGC) (completed)

11 Professional Development in Hong Kong Schools Beliefs Practice and Change (1995-1996 with Prof Allan Walker as the principal investigator sponsored by the Research Committee CUHK funding $40800) (completed)

12 A Study of School Management Initiative Implementation in the Pilot Schools (1992-1994 sponsored by the Research Committee CUHK funding $49900) (Principal investigator) (completed)

13 Principal-Teachers Relationship Research Project (1989-1991 with Prof BY Chan (principal investigator) and Prof KT Hau sponsored by Institute of Social Studies CUHK funding $25000 Completed in Sept 1991)

14 A Preliminary Study of School Management Initiative Induction and Responses to Management Reform (1991-1992 sponsored by the Research Committee CUHK funding $40000 completed in July 1992) (Principal investigator)

15 Administrative and Organizational Determinants of School Education Quality (1990-1991 Strategic research Sponsored by the Research Committee CUHK funding $20000 Completed in July 1991) (Principal investigator)

16 Organizational and Personal Antecedents of Teachers Job Attitudes (1988-1990 Personal Funding Completed in July 1990) (Principal investigator)

17 Organizational Environment and Teachers Professional Behavior (1986-1987 Personal Funding CUHK Completed in July 1987) (Principal investigator)

18 School Effectiveness as Related to Organizational Climate and Leadership Style (1985-1986 Sponsored by the Institute of Social Studies CUHK Completed in July 1986) (Principal investigator)

77