Dr James KO (高裕安)

PhD, MSc., Dip IT, Dip Ed., BA (Hons)

Adjunct Associate Professor, The Education University of HK

  •  

    Prizes and awards

    The Emerald Literati Awards, which include the Awards for Excellence and Citations of Excellence, are now in their 24th year and were established to celebrate and reward the outstanding contributions of authors and reviewers to scholarly research. The criteria used to judge the awards are based on six areas that inform the development of the products: internationality; diversity; support for scholarly research; encouragement of applied research (impact); commitment to high-quality scholarship; and a desire to ensure reader and author experience is the best it can be.

    Outstanding Paper Winner

    Date of receipt: 18/5/2017, Conferred by: Emerald Literati Network's Awards for Excellence 2017

    Outstanding Paper Award Winner 2012

    Date of receipt: /1/2012, Conferred by: International Journal of Educational Management

  • Refereed Journal Articles

     

    1. Wu, X. E., Ko, J., Sun, J., & Lee, T.T.L. (under review). Effect of dialogic instruction and storybook on children’s knowledge construction: An experimental study on K2 & K3 children. Reading Psychology 
    2. 吴轩亦, 高裕安. （审核中）绘本阅读中的同伴交流促进幼儿知识建构的实验性研究 [Wu, X. Y., & Ko., J. (2024)的中译]. [J]. 学前教育研究
    3. Ko, J., Walker, A., Wang, Y., Zhao, & Y. M. Lam, E. (under review). Professional learning community as the missing link between leadership and school improvement. Education Sciences.
    4. Fong, Y., Ko, J. & Sun, J. (under review). How to understand creative thinking in kindergarten children from teacher-child interactions. Learning and Instruction. Special Issue: The emergence of creativity within and between individuals and its educational implications. Learning and Instruction
    5. Zhao, Y. M., & Ko, J. (2024). Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China. Journal of Workplace Learning, 36(4), 282-297. https://www-emerald-com.ezproxy.eduhk.hk/ insight/content/doi/10.1108/JWL-12-2023-0197/full/html
    6. Zhao, Y. M., & Ko, J. (2024). Orchestrating vocational classrooms for adaptive instructions and collaborative learning in higher vocational education. Cogent Education, 11(1), 2351238. https://doi-org.ezproxy.eduhk.hk/10.1080/2331186X.2024.2351238
    7. Wang, Y., & Ko, J. (2024). How does online training with reflection tasks affect the depth of reflection of preservice teachers in China? Teacher Development. https://doi.org/10.1080/13664530.2024.2341186
    8. Wu, X. Y., & Ko., J. (2024). Peer interactions during storybook reading on children’s knowledge construction: An experimental study on K2 & K3 children. Frontiers in Education, 9, 1253782. https://doi.org/10.3389/feduc.2024.1253782
    9. Cui, C., Yao, Y., Ma, H. B., Ma, Y. L., Ren, Z. C., Zhang, C., & Ko, J. (2024). DGEKT: A dual graph ensemble learning method for knowledge tracing. ACM Transactions on Information Systems, 42(3), 1-24. https://doi.org/10.1145/3638350
    10. Wang, Y., Ko, J., & Lam, E. (2023). Online practicum preparation for enhancing preservice teachers’ reflection depths: a quasi-experimental approach. Frontiers in Education, 8, 1212246. https://doi.org/10.3389/feduc.2023
    11. Maulana, R., Kington, A., & Ko, J. (2023). An introduction to the special topic on effective teaching: measurements, Antecedents, correlates, characteristics, and links with outcomes. Frontiers in Psychology, 8 (.1170854). pp. 1-7.
    12. Maulana, R., Kington, A., Ko, J.,Feng, X., Helms-Lorenz, M., Looker, B., Hibbert-Mayne, K., and Blackmore, K. (2023, under review).Observing Effective Teaching Behaviour in the Netherlands, the UK, and the United States using the ICALT observation instrument. Frontiers in Education,  8 (106893). pp. 1-17. https://doi.org/10.3389/feduc.2023.1068938
    13. Wang, Y., Ko, J., & Qian,H. (2023). Developing emergent teacher leadership among preservice teachers. ECNUReview of Education, 6(2). https://doi-org.ezproxy.eduhk.hk/10.1177/20965311221142
    14. Wang, P., & Ko, J. (2022). ICT competency and practicum of preservice teachers as digital natives: a mixed-method study. Asia PacificJournal of Education, https://doi.org/10.1080/02188791.2022.2083581
    15. Maulana, R., André, S., Helms-Lorenz, M., Ko, J., Chun, S., Shahzad. A, Irnidayanti, Y., Lee, O., de Jager,T., Coetzee, T., & Fadhilah, N. (2021). Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement,32(1), 64-95. https://doi.org/10.1080/09243453.2020.1777170
    16. Li, Q., Han, J., Ko, Y. O., Li Q., & Lo, C.M. (2020). A Content Mining and Network Analysis Method for the Thematic Evolution of Educational Leadership. Journal of System and Management Sciences, 10(3), 86-98. https://doi:10.33168/JSMS.2020.0307 
    17. Zhao, Y.M., & Ko, J. (2020). How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach. International Journal of Education Management. 34(6), 987-1000. https//doi: 10.1108/IJEM-11-2019-0393  
    18. Kigozi, E., & Ko, J. (2019). Total Quality Management (TQM) practices applied in education institutions: A systematic review of literature. International Journal of Innovative Business Strategies, 5(2),341-352.
    19. Zhao, Y.M., & Ko, J.(2018). Workplace Learning in the Professional Development of Vocational Education Teachers. Studia Paedagogica,23(2), 43-58. https://doi.org/10.5817/SP2018-2-4
    20. Armstrong, P., Ko, J., & Bryant, D. (2018). Values-Driven Leadership ThroughInstitutional Structures and Practices: How Successful Schools in England and
      Hong Kong “Absorb” Policy. Leadership and Policy in Schools, 17(3), 360-372. https://doi.org/10.1080/15700763.2018.1496341
    21. Bryant, D., Ko, J., & Walker, A. (2018). How do school principals in Hong Kong shape policy? Leadership and Policy in School,17(3), 345-359. https://doi.org/10.1080/15700763.2018.1496340
    22. Lee, T., Cheng, Y. C., & Ko, J. (2018). Curriculum reform with a school-based approach to intellectual structural and cultural challenges. School Leadership and Management, 38(3), 278-301. https://doi.org/10.1080/13632434.2017.1386647       
    23. Ko, J., Cheng, Y. C., & Lee, T (2016). The development of school autonomy and accountability in Hong Kong: Multiple changes in governance, work,
      curriculum, and learning. International Journal of Educational Management, 30(7), 1207-1230. http://emeraldinsight.com/doi/pdfplus/10.1108/IJEM-10-2015-0145        
    24. Cheng. Y. C., Ko, J., & Lee, T. (2016). School autonomy, leadership and learning: a reconceptualisation. International Journal of Educational Management, 30(2), 177-196. http://dx.doi.org/10.1108/IJEM-08-2015-0108        
    25. Li. L. J., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100. http://dx.doi.org/10.1108/IJEM-03-2014-0035        
    26. Ko, J., Hallinger, P., & Walker, A. (2015). Exploring whole school versus subject department improvement in Hong Kong secondary schools. School Effectiveness and School Improvement, 26(2), 215-239. http://dx.doi.org/10.1080/09243453.2014.882848         
    27. Hallinger, P., & Ko, J. (2015). Education accountability and principal leadership effects in Hong Kong primary schools. Nordic Journal of Studies in Educational Policy, 2015 (3), 30150. http://dx.doi.org/10.3402/nstep.v1.30150          
    28. Ko, J., & Lau, D. (2014). From creativity to creative industries: a curly road that education can contribute. Journal of Youth Studies, 17(2), 35-49.
    29. Hallinger, P., Lee, M., & Ko, J. (2014). Exploring the impact of school principals on teacher professional communities in Hong Kong. Leadership and Policy in Schools, 13(3), 229-259. http://dx.doi.org/10.1080/15700763.2014.901396         
    30. Law, E. H.F., Lee, J. C. K., Wan, S. W. Y., Ko, J., & Hiruma, F. (2014). Influence of leadership styles on teacher communication networks: a
      Hong Kong case study. International Journal of Leadership in Education: Theory and Practice, 17(1), 40-61. http://dx.doi.org/10.1080/13603124.2013.778333         
    31. Ko, J. Y. O., Hallinger, P., & Walker, A. (2012). Exploring school improvement in Hong Kong Secondary schools. Peabody Journal of Education, 87(2), 216-234. http://dx.doi.org/10.1080/0161956X.2012.664474          
    32. Walker, A., & Ko, J. (2011). Principal leadership in an era of accountability: A perspective from the Hong Kong context. School Leadership and Management, 31(4), 369-392. http://dx.doi.org/10.1080/13632434.2011.606269        
    33. Sammons, P., Gu, Q., Day, C. & Ko, J. (2011). Exploring the Impact of School Leadership on Pupil Outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83-101.

    Peer-Reviewed Book Chapters / Books

    1. Ko, J., Chen, Z. & Lei, J. C. (2024). Theoretical and methodological issues of lesson observation as a tool for research and teacher
      evaluation.In E.C. K. Cheng & B. Lander (Eds.). Implementing a 21st Century Competency-based Curriculum through Lesson Study: Teacher Learning about Cross-curricular and Online Pedagogy. (pp. 19-41). Springer.
    2. Lei, J. C., Chen, Z. R., & Ko, J. (2023). Differences in perceived instructional quality of the same classrooms with two different classroom observation instruments in China: lessons learned from qualitative analysis of four lessons using TEACH and ICALT. In R. Maulana, M. Helms-Lorenz, R. Klassen (Eds.). EffectiveTeaching around the World: Theoretical, Empirical, Methodological and Practical Insights. (pp. 317-367). Springer.
    3. Zhao, Y., Ko, J., & Kleinknecht, M. (2023). Dialogic interactions in higher vocational learning environments in Mainland China: evidence relating to the effectiveness of varied teaching strategies and students’ learning engagement. In R. Maulana, M. Helms-Lorenz, R. Klassen(Eds.). Effective Teaching around the World: Theoretical, Empirical, Methodological and Practical Insights. (pp. 437-472). Springer.
    4. Ko, J., Chen, Z. R., Lei, J. C., & Maulana, R. (2023). Teacher effectiveness in multiple lenses: secondary analysis lessons in the Measures of
      Effective Teaching Project. In R. Maulana, M. Helms-Lorenz, R. Klassen (Eds.). EffectiveTeaching around the World: Theoretical, Empirical, Methodological and Practical Insights. (pp. 684-721). Springer.
    5. Wang,Y., Wang, P., & Ko, J. (2023). The effects of a short self-access online training for practicum preparation on the depths of reflection of preservice
      teachers. In R. Maulana, M. Helms-Lorenz, R. Klassen (Eds.). EffectiveTeaching around the World: Theoretical, Empirical, Methodological and Practical
      Insights. (pp. 1153-1191). Springer.
    6. Ko, J. (2023). Effective and inspiring teaching in STEM classrooms: evidence from classroom observations with instrument comparisons. In
      R. Maulana, M. Helms-Lorenz, R. Klassen (Eds.). Effective Teaching around the World: Theoretical, Empirical, Methodological and Practical Insights. (pp.1192-1234). Springer.
    7. Zhao, Y., & Ko, J. (2022). Enhancements of Vocational Students’ Engagement of Workplace Learning in the Industry-University Collaboration Learning
      Environment: A Case Study in the Greater Bay Area. In C. Hong & W. W. K. Ma (Eds.) (2022), Applied Degree Education and the Future of Learning. Springer.
    8. Ko, J.(2019). Forging the links between teaching quality, professional collaboration and organisational ambidexterity in three schools in
      Hong Kong. In Cat Scutt and Sarah Harrison (Eds.), Teacher CPD: International Trends, Opportunities, and Challenges. London: Chartered College of Teaching.
    9. Ko, J. (2019). Innovations in teacher effectiveness and teacher evaluation. In Michael A. Peters and Richard Heraud (Eds.), Encyclopaedia of Educational Innovation. Springer.
    10. Reunamo, J., Ko, J., Cheng,D., Lee, H.C., Wang, L. C. & Salminen, E. (2016). Openness and agency as strategies for addressing bullying. In O. Saracho (Ed.), Contemporary Perspectives on Research on Bullying in Early Childhood Education (pp. 331-358). Information Age Publishing.
    11. Ko, J., & Walker, A.(2014). Transformational school leadership: Principals’ strategic vision and teacher development practices. Lee, J., & C. Marsh, C, Asia’s High Performing Education Systems: The Case of Hong Kong (pp.151-174). London: Routledge.
    12. Kington, A., Sammons, P., Brown, E., Regan, E., Ko, J., & Buckler, S. (2014). Effective classroom practice. Maidenhead: Open University Press.

  • Commissioned Research Reports / Monographs

    1. Ko, J., Li, W. L., Lei, J., Cantrell, S., & Chen, L. (2019). An Impact Study of Bridge Instruction in an Economically Disadvantaged Inland Province. Hong Kong: The Education University of Hong Kong.
    2. Walker, A., Qing, G., Bryant, D., Ko, J., Day, C., Chen, J. F. (2014, Dec). Reshaping educational practice for improvement in Hong Kong and England: How schools mediate government reforms. ESRC/RGC Joint Research Scheme Completion Report End of Award Report, Swindon: ESRC.
    3. Ko, J. & Sammons, P. with Bakkum, L. (2013). Effective teaching: a review of research and evidence. Reading, UK: CfBT Education Trust.
    4. Day, C., Sammons, P., Kinston, A., Regan, E., Ko, J., Brown, E., Gunraj, & Robertson, D. (2008, Oct). Effective classroom practice: A mixed method study of influences and outcomes: Full Research Report, ESRC End of Award Report, RES-000-23-1564. Swindon: ESRC.
    5. Sammons, P., & Ko, J. (2008). Using systematic classroom observation schedules to investigate effective teaching: Overview of quantitative
      findings, Effective Classroom Practice (ECP) Project Report, School of Education, University of Nottingham, Ref. no. RES-000-23-1564.
    6. Ko, J., & Sammons, P. (2008). Variation in effective classroom practices: Confirmatory factor analysis. School of Education, University of Nottingham.
    7. Ko, J., & Sammons, P. (2008). Using systematic observation schedules to explore variations in effective classroom practices. Nottingham: School of Education, University of Nottingham.

    Selected Conference Papers/Presentations

     

    1. Wu, XY, Ko, J., Sun, J. (2025, under review). Learning conservation from peers: Evidence from a Montessori kindergarten in China. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA.
    2. Wang, Y., Ko, J., Lei, JY., Chen, R., Maulana, R., Fong, Y., Xie, QQ. (2025, under review). Preservice teachers’ reflective discussions on teaching in a virtual learning environment: A cross-country study. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA
    3. Ko, J., Wang, Y., Qian, HY, Walker, A. (under review). Can resilience and teacher professional growth lead to school success? A structural equational approach. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA.
    4. Lei, JY., Ko, J., Tsang, K. K., Wang, Y., Cheng, C .K., Liu, RQ., & He, J. (under review). Non-cognitive differences in metacognitive awareness of preservice mathematics teachers in Mainland China. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA.
    5. Ko, J., Wang, XY. ., Zhao, YM., Qian, HY., Walker, A. (under review). How do influence tactics and institutionalised practices interact with contextual characteristics to sustain school success?. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA.
    6. Cao, XY., Ko, J., Lu, JF., Zhao, YM., (under review). Tensions of educational equity under the “Double Reduction” Policy in China: Evidence from a systematic review. Paper submitted to the American Educational Research Association Annual Meeting (AERA 2025), Denver, USA.
    7. Zhao, XL., & Ko, J . (2024, accepted) Financial Education and Its Impact on Financial Literacy, Decisions, Behaviours and Well-beings: An Experimental Study of Mediating Factors. Paper was submitted to the Global Conference on Business and Social Sciences Conference, Lumpur, Malaysia.
    8. Lei, C. & Ko, J. (2024, accepted). Metacognitive awareness of preservice Math teachers in Mainland China. Paper accepted for the World Education Research Association (WERA) Focal Meeting 2024, Glasgow.
    9. Fong, Y., & Ko, J. (2024, Jun) Enhancing creative thinking in kindergarten children: Exploring the impact of teaching instructions, visual art activities, and social contacts. Paper presented at The International Conference of Research in Early Childhood Education and Development: Ecologies for Development and Learning: Supporting Children to Reach Their Full Potential, Hong Kong SAR, China
    10. Ko, J., Lam, E., Qian, H., Walker, A. (2023, November). Comparing teaching practices and school contexts of effective teachers and teaching awardees: A Lesson from Hong Kong. Paper accepted by the World Education Research Association (WERA) Focal Meeting 2023, Singapore.
    11. Ko, J., Poon, C., & Zhang, C. (2023, November). Using Thinking Styles of Students to Support Career Education and Academic of Senior High School Students. Paper accepted by the World Education Research Association (WERA) Focal Meeting 2023, Singapore.
    12. Lam, E., Ko, J., Sun, J. (2023, November). Professional growth and trajectories of practitioners of effective kindergartens: A
      Bourdieuian perspective. Paper accepted by the World Education Research Association (WERA) Focal Meeting 2023, Singapore.
    13. Lam, E., Ko, J., Sun, J. (2023, Nov). Cultural Effects on Executive Functions and the Pre-academic Readiness of Hong Kong Kindergarten Children: A Baseline Study. Paper presented at the World Education Research Association (WERA) Focal Meeting 2023, Singapore.
    14. Fong. Y., Ko, J., & Sun, J. (2023, Aug). How to understand Creative Thinking in kindergarten children from Teacher-Child interactions. Paper presented at The European Association for Research on Learning & Instruction (EARLI) 2023, Thessaloniki.
    15. Wu. X. & Ko, J., (2023, Aug). Effect of dialogic instruction and storybook on children’s knowledge construction: An experimental study on K2 & K3 children (18 words). Paper presented at The European Association for Research on Learning & Instruction (EARLI) 2023, Thessaloniki.
    16. Lam. E., Ko, J., Fong. Y., & Sun, J. (2023, Aug). A Pedagogical Innovation On Enhancing Creativity A Bordieuan analysis of ICT-Play in a Kindergarten. Paper presented at The European Association for Research on Learning & Instruction (EARLI) 2023, Thessaloniki.
    17. Lam. E., Ko, J., & Sun, J. (2023, Aug). Keeping Children Healthy and Active During the COVID Outbreak in Kindergarten Context: A model for real practice. Paper presented at The European Association for Research on Learning & Instruction (EARLI) 2023, Thessaloniki.
    18. Chen, ZJ, & Ko, J. (2023, Apr). How Well Can CLASS Predict Student Engagement? Secondary Analysis of the Measure of Effective Teaching Project. Paper presented at American Educational Research Association Annual Meeting (AERA 2023), Chicago.
    19. Wang, Y., & Ko, J. (2023, Apr). Online Practicum Preparation for Enhancing Preservice Teachers’ Reflection Depths: A Quasi-Experimental Approach. Paper presented at American Educational Research Association Annual Meeting (AERA 2023), Chicago.
    20. Zhao, Y., & Ko, J. (2023, Apr). The Vocational Pedagogy and Student Learning in the Context of Industry-University Collaboration: A Classroom Orchestration Perspective. Paper presented at American Educational Research Association Annual Meeting (AERA 2023), Chicago.
    21. Ng. L. Y., & Ko., J. (2023, Apr). Teacher-Child Conversations Matter: The Effects on Hong Kong K–1 Children’s Preliteracy Skills and Early Reading. Paper presented at American Educational Research Association Annual Meeting (AERA 2023), Chicago.
    22. Wang, Y., & Ko, J. (2023, Jan). Exploring the Role of Online Training and Reflection Tasks in Developing Reflection Depths of Preservice Teachers in China. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2023, Chile.
    23. Maulana, R., Feng, Xy, Helms-Lorenz, M., Ko, J., Chun, S.Y., Shahzade, A., Irnidayanti, Y., Lee, O. W., de Jager, T., Coetzee, T., Fadhilah, N., Fernandez-Garcia, C-M, Inda–Caro, M., Kington, A., Looker, B., Adiyasuren, A., & Galiindev, U. (2023, Jan) Relationships Between Effective Teaching Behaviour and Student Engagement Across 10 Education System. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2023, Chile.
    24. Wang, Y., & Ko, J. (2023, Jan). Exploring the Role of Online Training and Reflection Tasks in Developing Reflection Depths of Preservice Teachers in China. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2023, Chile.
    25. Lam. Y., Ko, J., & Sun, J. (2023, Jan). E-Learning In Hong Kong Early Childhood Education And The COVID-19 Pandemic. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2023, Chile.
    26. Maulana, R., Feng, X., Helms-Lorenz, M., Ko, J., Chun, S., Abid, S., Imidayanti, Y., Lee, O., de Jager, T., Coetzee, T., Fadhilah, N., Fernandez-Garcia, C.M., Inda-Caro, M., Kington, A., Looker, B., Hibbert-Mayne, K., Blackmore, K., Adiyasuren, A., & Galindev, U. (2022, Apr). Observing Teaching Behaviour Using the International Comparative Analysis of Learning and Teaching Measure across Countries: Is There Measurement Invariance? Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US. DOI: https://www.vvob.org/en/icsei-virtual-congress-2022.
    27. Ko, J., Lee, S.-Y., Choi, T.H., Ahn, K., & Briffett Atkas, C. (2022, Apr). Reflective Practice, Pedagogical Knowledge, and Collaborative Learning in a Virtual Learning Environment: A Comparative Quasi-Experiment. Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US. https://www.aera.net/Events-Meetings/2022-Annual-Meeting/2022-Annual-Meeting-Program-Information.
    28. Wang, Y., & Ko, J. (2022, Apr). Self-Access Online Training as an Effective Learning Environment to Promote In-Depth Reflections in Preservice Teachers. Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US. https://www.aera.net/Events-Meetings/2022-Annual-Meeting/2022-Annual-Meeting-Program-Information.
    29. Zhao, Y., & Ko, J. (2022, Apr). Classroom Orchestration as a Potent Stimulator of Dialogic Teaching and Learner Engagement in Higher Vocational Classrooms. Paper presented at American Educational Research Association(AERA 2022) Annual Meeting (Virtual), San Diego, California. DOI: 10.3102/IP.22.1886840.
    30. Fong, Y., Wu, E., Ko, J., Sun, J., & Sammons., P. (2022, Jan). How Do Inequalities Exist at the Starting Line?: Baseline Differences in Pre-Academic Readiness of Children at the Kindergarten Entry. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2022, Australia. https://www.vvob.org/en/icsei-virtual-congress-2022.
    31. Wu, E., & Ko, J. (2022, Jan). An Experimental Study to Test Construction of Conservation through Dialogic Instruction and Storybook in K2 and K3 Children in Kunming Kindergarten. Paper presented at International Congress for School Effectiveness and Improvement (ICSEI) 2022, Australia. https://www.vvob.org/en/icsei-virtual-congress-2022.
    32. Ko, J., & Ko, E. (2021, Sep). Integrating gamification into future educational leadership education: A case of cognitive apprenticeship for inexperienced learners. Conference proceedings (English paper) of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021), Hong Kong. https://www.eduhk.hk/gccce2021/proceedings.html.
    33. Wu, E. & Ko, J. (2021, Sep). An Experimental Study to Test Construction of Physical Knowledge and Social Knowledge through Dialogic Instruction and Storybook in K3 Children in Kunming Kindergarten. Paper presented at European Education Research Association (EERA) 2021, Geneva, Switzerland. https://eera-ecer.de/ecer-programmes/conference/26/contribution/50873/.
    34. Fong, Y., & Ko, J. (2021, Apr). Exploring Teacher Sensitivity, Instructional Learning Formats, and Concept Development in Early Childhood Classroom. Paper presented at the AERA Annual Meeting 2021, Virtual.
    35. Zhao, Y., & Ko, J. (2021, Jan). Teachers’ Workplace Learning on Pedagogical Practice and Continuing Professional Development: A Study of Two Vocational Institutions. Paper presented at the American Educational Research Association Annual Meeting (AERA21), USA, Virtual Annual Meeting.
    36. Fong, Y., & Ko, J. (2020, Dec). Examining the Impact of Teaching Instructions on Young Children’s Visual and Creative Thinking: A Vygotskian Perspective. Paper presented at the International Conference on Learning and Teaching 2020, Virtual.
    37. Wang, Y., & Ko, J. (2020, Dec). The impact of online training in reflective teaching and classroom observation on preservice teachers’ self-efficacy,
      pedagogical content knowledge and practicum practice: A quasi-experimental study. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong.
    38. Wu, X., & Ko, J. (2020, Dec). Experiences of constructing physical and social knowledge in child-adult interactions: An experimental study on dialogic teaching and storybook reading. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020).
    39. Ko, J., Fong, K.M.Y., & Xie, Q. (2019, Aug). Effective and Inspiring Teaching in Math and Science Classrooms: Evidence from Systematic Classroom Observation and Implications on STEM Education. Paper presented at the World Education Research Association 2019 Focal Meeting, Tokyo, Japan.
    40. Lei, J., & Ko, J. (2019, Aug). Quality Assurance and Its Impact in Higher Education in China. Paper presented at the World Education Research Association 2019 Focal Meeting, Tokyo, Japan.
    41. Ko, J. (2019, May). Does Hong Kong Have a Successful Education System? Reflections Beyond PISA Results. 10th International Week of Professors: Internationalisation and Culture, Riga, Latvia.
    42. Ko, J. (2019, May). Teacher Effectiveness in Hong Kong, Shenzhen, and Guangzhou. Pre-Conference: 10th International Week of Professors: Internationalisation and Culture, Riga, Latvia.
    43. Maulana, R., Helms-Lorenz, M., Ko, J., Chun, S. Lee, O., Irnidayanti, Y., de Jager, T., Coetzee, T., Koul, R. B.,& Hussain., S. A. (2019, Apr). Can we compare teaching behaviour across national contexts? Rasch modelling and differential item functioning approach. The 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.
    44. Ko, J., Sammons, P., Maulana, R., Li, W. & Kyriakides, L. (2019, Apr). Identifying inspiring versus effective teaching: how do they link and differ? The 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.
    45. Ko, J., Sammons, P. & Reunamo, J. (2019, Mar). Developing a theoretical model for comparing effective teaching practices and their effects on early childhood development. The 7th International Conference on Business and Social Science, Kyoto, Japan., Kyoto, Japan.
    46. Ko, J. (2019, Mar). Professionalism and Neoliberalism?: Two decades of effort to professionalise school leadership and governance in Hong Kong. Paper submitted at the Asian Leadership Roundtable 2019, Guilin, China.
    47. Ko, J. (2018, Mar). The professionalisation of teachers since 1997 and signature teacher learning programmes. Paper submitted at the Asian Leadership Roundtable 2018, Hangzhou, China.
    48. Ko, J., & Li, T. (2018, Jan). Effective teaching behaviour in Hong Kong-China: Results from a video-based study. Paper presented at the 31st International Congress of School Effectiveness and School Improvement, Nanyang Technological University, Singapore.
    49. Zhao, Y. M., & Ko, J. (2018, Jan). Design thinking as an innovative pedagogy and innovation as a learning process in leading vocational education change in China: Lessons from two cases. Paper presented at the 31st International Congress of School Effectiveness and School Improvement, Nanyang Technological University, Singapore.
    50. Yuan, H., & Ko. J. (2018, Jan). Comparing professional development centre in IB schools with professional learning communities as a lever for better student learning in the Theory of Knowledge. Paper presented at the 31st International Congress of School Effectiveness and School Improvement, Nanyang Technological University, Singapore.
    51. Xie, Q. Q., & Ko, J. (2018, Jan). Can curriculum reform shape novice teachers’ agency and efficacy in China?: Opportunities and Challenges. Paper presented at the 31st International Congress of School Effectiveness and School Improvement, Nanyang Technological University, Singapore.
    52. Ko, J., & Maulana, R. (2017, Nov). Promoting preservice teachers’ reflective teaching in professional dialogues with overseas peers. Paper presented at the WERA Focal Meeting, Hong Kong.
    53. Kigozi, E., & Ko, J. (2017, Nov). Total quality management (TQM) practices applied in education institutions: A systematic review of literature. Paper presented at the WERA Focal Meeting, Hong Kong.
    54. Yuan, H., & Ko, J. (2017, Nov). Developing professional learning communities in International Baccalaureate (IB) schools in China: Challenges and
      opportunities. Paper presented at the WERA Focal Meeting, Hong Kong.
    55. Zhao, Y. M., & Ko, J. (2017, Nov). Examining pedagogical innovations in enhancing student competence and employability in the vocational education of Guangdong, China. Paper presented at the WERA Focal Meeting, Hong Kong.
    56. Ko, J., Sammons, P., Kyriakides, L., & Maulana, R. (2017, Aug). Differential teacher effectiveness on student engagement and learning attitudes. Paper presented at EARLI 2017, Tampere, Finland.
    57. Ko, J., & Reunamo, J. (2017, Aug). How to implement the observation strategies to raise the quality of early childhood education. ICT Demonstration at the EARLI 2017, Tampere, Finland.
    58. Walker, A., Ko, J., & Bryant, D. (2017, Aug). Developing capacity, professional development and institutional practice with values. Paper presented at the European Conference on Education Research, Copenhagen, Denmark.
    59. Ko, J., & Li, T. (2016, Nov). Teacher effectiveness in Hong Kong, Shenzhen and Guangzhou. First International Annual Meeting of the ICALT 3 project, the Department of Teacher Education, the University of Groningen, Groningen, the Netherlands.
    60. Ko, J. (2016, Mar). How successful principals working in socioeconomically disadvantaged contexts make use of autonomy for school improvement: Evidence from different research projects in Hong Kong. Paper presentation at the Asia Leadership Roundtable 2016, the Hong Kong Institute of Education, Singapore.
    61. Ko, J. (2015, Sep). Agentive perceptions and school readiness of children. Paper presented at the European Conference on Education Research, Budapest, Hungary.
    62. Ko, J. (2015, Sep). Two dimensions of consistency in teacher effectiveness: preliminary findings from Hong Kong. Paper presented at the European Conference on Education Research, Budapest, Hungary.
    63. Ko, J., Cheng, Y.C., & Lee, T. (2015, Sep). The interplay of school autonomy and educational accountability in the school-based management development of Hong Kong. Paper presented at the WERA Focal Meeting, Budapest, Hungary.
    64. Ko, J., & Walker, A. (2014, Jan). The dynamic roles of school principals in leading and improving school improvement in the 21st century: Lessons from Hong Kong. Paper presented at the 27th International Congress of School Effectiveness and School Improvement, Royal Ambarrukmo Hotel, Yogyakarta, Indonesia.
    65. Ko, J. (2012, Dec). Measuring teacher effectiveness with international classroom observation instruments. Paper presented at the 2nd East Asia International Conference on Teacher Education Research, the East Normal University, Shanghai, China.
    66. Ko, J., & Hallinger, P. (2012, Dec). What really makes teachers willing to work harder to support students in high-stakes accountability environments in Hong Kong primary schools? Paper presented at the third meeting of the 2012 joint International Conference of the Australian
      Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney, Australia.
    67. Ko, J. & Walker, A. (2012, Sep). Examining the impacts of professional learning communities at system and school levels: Evidence in Hong Kong secondary schools. Paper presented at the British Educational Research Association Annual Conference, Sept 2012, Manchester, UK.
    68. Ko, J. (2012, Aug). Examining the Formal Principles and cross-level effectiveness in a school: A revisit of Creemer’s Comprehensive Model (1994). Paper presented at the Third meeting of the EARLI SIG 18 Educational Effectiveness, Zurich, Switzerland.
    69. Ko, J., & Hallinger, P. (2012, Jan). Examining the effectiveness of professional teacher development as a strategy for school improvement at system and school levels: Evidence in Hong Kong secondary schools. Paper presented at the 25th ICSEI Congress, Malmo, Sweden.
    70. Ko, J. (2011, Jan). Consistency and variation in classroom practice: Mixed-method case studies of Hong Kong. Invited Presentation. Invited Presentation at ICSEI Pre-Conference Early Career Forum of the 24th ICSEI Congress, Limassol, Cyprus.
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