Research Projects Variation for the Improvement of Teaching & Learning (VITAL) Project Project Director (2005 – 2008) Funding: HK$27.5 million from EMB Status: Completed and final report submitted   Mentorship Training Programme for School Principals Project Director (2005 – 2006) Funding: HK$0.30 million from EMB Status: Completed and report submitted   Mentoring Support Development Programme for Secondary Schools Project Director (2004 – 2005) Funding: HK$0.72 million from EMB Status: Completed and report submitted   Pilot Mentoring Training Programme for School Prinicpals Project Director (2004 – 2005) Funding: HK$0.57 million from EMB Status: Completed and report submitted   Mentoring Training Project Project Director (2003 – 2004) Funding: HK$1.19 million from EMB Status: Completed and report submitted   Mentoring Training Project Project Director (2002 – 2003) Funding: HK$1.1 million from EMB Status: Completed and report submitted   Progressive and Innovative Primary Schools Project Project Director (2001 – 2004) Funding: HK$10.3 Million from QEF Status: Completed and report submitted   Catering for Individual Differences – Building on Variation. Principal Investigator. Funding: HK$1.3 millions from ED (2000 – 2004) Status: Two annual reports submitted. One book published.   Project to cater for individual differences in Hong Kong Primary Schools. Principal Investigator. Funding: HK$414,705 from ED (Jan 2000 - Jan 2001) Status: Completed and report submitted. Two packages published.   Unified Professional Development Project (phase two). Co-investigator and Project Director. Funding: HK$9.8 millions from QEF (1998 – 2000) Status: Completed and final report submitted.   Unified Professional Development Project (phase one). Co-investigator and Project Director. Funding: HK$12 millions from QEF (1998 – 2000) Status: Completed and final report submitted.   TOC as a Reform in a Primary School – A Case Study. Principal investigator. Funding: HK$20,000 from CDI (1998 – 1999) Status: Completed and report submitted.   Language Teaching in TOC classrooms. Co-investigator. Funding: HK$970,375.00 from SCOLAR, (1997 – 1999) Status: The final report has been submitted. A book has been published.   The Practice of Using Feedback of Assessment to Enhance Teaching & Learning in the Teaching-learning-assessment cycle in Hong Kong Primary Schools. Co-investigator. One year research project funded by the Education Department (1997 – 1998). Status: A report has been published.   Changing HK's Primary Schools: an evaluation of the Target Oriented Curriculum. Co-investigator. Funding: Phase 1 - $750,000.00 from Epson Foundation & E.D. (95-96)   Phase 2 & 3 - $1,325,000.00 from RGC earmarked research grants (96-98) Status: An interim report, a book and various articles have been published.   The SMILE (Science as a Motivating and Invigorating Learning Experience) project. Co-investigator (1994 – 1996). Funding: $328,000 from the Teaching Development Grants issued by the University Grants Committee of Hong Kong. Status: The result has been published as a book.   Quality Enhancement in the Teaching Practicum (QETP). Co-investigator. This was a research project involving 17 members of the teaching staff of the Dept. of Curriculum Studies aimed at improving the quality of the teaching practicum. Funding: $328,000 from the Teaching Development Grants issued by the University Grants Committee of Hong Kong. (1994 – 1996) Status: Two books have been published.   Books and Book Chapters ■ Lo, M.L. (2009). The Learning Study - a framework for enhancing school-university collaboration that focuses upon individual Lessons. In D. Boorer, J.S.H. Quintus Perera, K. Wood, S.P. Loo and S. Sithamparam (Eds.) Evolving Pedagogies: Meeting the Global Challenges of Diversity and Interdependence, Universiti Brunei Darussalam, pp.162-181. ■ Lo, M.L. (2006). Learning Study – the Hong Kong Version of Lesson Study: Development, Impact and Challenges. In M. Matoba, KA. Crawford and M.R. Sarkar Arani (Eds.) Lesson Study: International Perspective on Policy and Practice. Beijing, China: Educational Science Publishing House, pp 133-157. ■ Lo, M.L. and Ko, P.Y. (2006). Rethinking the Pedagogy of Teaching: Learning Study and its impact in Hong Kong. In W.D. Bokhorst-Heng, M.D. Osborne and K. Lee (Eds.) Redesigning Pedagogy: Reflections on Theory and Praxis. Netherlands: Sense Publishers. pp.131 – 143. ■ 盧敏玲、龐永欣、植佩敏 （主編）(2006)。《課堂學習研究　－　如何照顧學生個別差異》，李樹英、郭永賢＜譯＞。北京：教育科學出版社。 ■ Lo, M.L., Pong, W.Y. & Chik., P. M. P. (Eds) (2005). For Each and Everyone - Catering for Individual Differences through Learning Study. Hong Kong: Hong Kong University Press. ■ Lo, M.L. & Pong, W.Y. ( 2005). Predominant Explanations of Individual Differences and Methods of Handling These Differences. In Lo, M.L., Pong, W.Y. & Chik, P.M.(Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 1- 8. ■ Lo, M.L. & Pong, W.Y. ( 2005). Catering for Individual Differences: Building on Variation . In Lo, M.L., Pong, W.Y. & Chik, P.M. (Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 9- 26. ■ Lo, M.L., Pong W.Y. & Ko, P.Y. ( 2005). Making Use of Learning Studies to Cater for Individual Differences. In Lo, M.L., Pong, W.Y. & Chik, P.M.(Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 27- 40. ■ Lo, M.L., Chik, P.M., Ko, P.Y., Leung, Y.L., Pong, W.Y., Lo-Fu, Y.W. & Ng, F.P. (2005). Learning Studies: Development and Impact. In Lo, M.L., Pong, W.Y. & Chik, P.M. (Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 41- 73. ■ Lo, M.L., Lo-Fu, Y.W., Chik, P.M., & Pang, M.F. ( 2005). Two Learning Studies. In Lo, M.L., Pong, W.Y. & Chik, P.M. (Eds.) For Each and Everyone – Ca tering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p.75- 115. ■ Lo, M.L. (2005). Drawing Insights from the “Catering for Individual Differences: Building on Variation” Project. In Lo, M.L., Pong, W.Y. & Chik, P.M. (Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 133- 143. ■ Lo, M. L. & Marton F. ( 2005) Conclusion: For Each and Everyone. In Lo, M.L., Pong, W.Y. & Chik, P.M. (Eds.) For Each and Everyone – Catering for Individual Differences through Learning Studies. Hong Kong: Hong Kong University Press. p. 145- 149. (Equal contributions). ■ Chik, P.M. & Lo, M.L. (2004) Simultaneity and the enacted object of learning. In F. Marton, A.B.M. Tsui, P.P.M.Chik, M.L.Lo, I.A.C. Mok, D.F.P. Ng, M.F. Pang, W.Y. Pong & U. Runesson, Classroom discourse and the space of learning, New Jersey: Lawrence Erlbaum Associates, Inc., p. 89-110. ■ Lo, M. L., Marton, F., Pang, M. F. & Pong, W. Y. (2004). Towards a Pedagogy of Learning. In F. Marton, A.B.M. Tsui, P.P.M.Chik, M.L.Lo, I.A.C. Mok, D.F.P. Ng, M.F. Pang, W.Y. Pong & U. Runesson, Classroom discourse and the space of learning, New Jersey: Lawrence Erlbaum Associates, Inc., p. 189-225. (Equal contributions). ■ Lo, M.L. & Lai, E. (2004). Quality Education Through Quality Teacher Education and Development: The Unified Professional Development Project. In J.C.K. Lee, N.K. Lo & A. Walker (Eds.) Partnership and Change, Toward School Development. Hong Kong: The Chinese University Press & Hong Kong Institute of Educational Research. p.115-132. ■ 莫禮時、陳嘉琪、盧敏玲 (2003). 〈改革學校課程—香港目標為本課程改革的啟示〉，載Stimpson, P, Morris, P, Fung, Y,& Carr, R（編）黃婉儀、陳瑞堅、馮施鈺珩＜譯＞《課程、學習與評估：香港的經驗》。香港公開大學出版社。82-105頁。 ■ 盧敏玲 (2003). 〈了解香港小學教師的專業發展過程：課程改革對反思實踐的影響〉，載Stimpson, P, Morris, P, Fung, Y,& Carr, R（編）黃婉儀、陳瑞堅、馮施鈺珩＜譯＞《課程、學習與評估：香港的經驗》。香港公開大學出版社。421-450頁。 ■ Morris, P., Chan, K.K. and Lo, M.L. (2003). Changing primary schools in Hong Kong: perspectives on policy and its impact. In P. Stimpson, P. Morris, Y. Fung, R. Carr, (eds) Curriculum, Learning and Assessment: the Hong Kong Experience. Hong Kong: Open University of Hong Kong Press. p.77-96. ■ Lo, M.L. (2003). Understanding the process of teachers’ professional development in Hong Kong primary schools: the impact of curriculum reform on reflective practice. In P. Stimpson, P. Morris, Y. Fung, R. Carr (eds) Curriculum, Learning and Assessment: the Hong Kong Experience. Hong Kong: Open University of Hong Kong Press. p.375-402. ■ 莫禮時、盧敏玲著、郭永賢＜譯＞(2003). 〈課程改革與教師專業：打破互相傾軌的循環〉，載羅厚輝、徐國棟、鍾啟泉、楊明全〔編〕《香港與上海的課程與教學改革：範式轉換》。41-53頁 ■ Lo, M.L. and Ko, P.Y. (2002). The Enacted object of learning. In F. Marton & P. Morris (Eds) What matters? Discovering critical conditions of classroom learning. Goteborg: Acta Universitatis Gothoburgensis. p. 59 – 74. ■ Morris, P. and Lo, M.L. (2002). Shaping the Curriculum in Hong Kong. Contexts and Cultures. In Walker, A. and Dimmock, C. (eds.) School Leadership and Administration. Adopting a Cultural Perspective. New York and London: RoutledgeFalmer. p.141-155. ■ Lo, M.L., Pong, W.Y., Marton, F., Leung, A., Ko, P.Y., Ng, F.P., Pang M.F., Chik, P.M.P., Chan, S.S.F., Tang, N.C.A. (2002). Catering for Individual Differences Building on Variation The first findings. Hong Kong: INSTEP, Faculty of Education, The University of Hong Kong. ■ Mok, I., Chik, P.M., Ko, P.Y., Kwan, T., Lo, M.L., Marton, F., Ng, D.F.P., Pang, M.F., Runesson, U., and Szeto, L.H. (2001). Solving the Paradox of the Chinese Teacher? In Watkin, D.A. and Biggs, J.B.(eds.) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. p.161-180. ■ Morris, P., Chan, K.K. and Lo, M.L. (2000) Changing Primary Schools in Hong Kong: Perspectives on Policy and its Impact. In Day, C. Fernandez, A., Hauge, T.E. and Moller, J. (Eds.). The Life and Work of Teachers: International Perspectives in Changing Times. London, USA and Canada: Falmer Press. p. 38-54. ■ Lo, M.L. (2000). Learning Without Tears: The Relativity of a Curriculum Reform and its Impact. In Adamson, B., Kwan, T and Chan, K.K., Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong. Hong Kong: Hong Kong University Press. p.47-80. ■ Morris, P., Lo, M.L., Chik, P.M., Chan, K.K. (2000). One function, Two systems: Changing assessment in Hong Kong’s primary schools. In Adamson, B., Kwan, T and Chan, K.K. (eds.) Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong. Hong Kong: Hong Kong University Press. p. 195-216. ■ Lo, M.L., Morris, P., Che, W.M. (2000). Catering for Diversity. In Adamson, B., Kwan, T and Chan, K.K.,(eds.) Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong. Hong Kong: Hong Kong University Press. P.217-242. ■ Morris, P., Lo, M.L., Adamson, B. (2000). Improving Schools in Hong Kong - Lessons from the Past. In Adamson, B., Kwan, T and Chan, K.K. (eds.) Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong. Hong Kong: Hong Kong University Press. p. 245-262. ■ 盧敏玲、李子健 (2000). 〈幫助學生渡過難關〉，載過偉瑜（主編）《國外中小學教育面面觀：教師專業學習及發展》。中國：海南出版社。38-47頁。. ■ 盧敏玲(2000). 〈從實習教師手中接過教鞭〉，載過偉瑜（主編）《國外中小學教育面面觀：教師專業學習及發展》。中國：海南出版社。67-77頁。 ■ Lo, M.L. and Lee, C.K. (1998). Survival support for student teachers. In Kwo, O. (ed). Professional Learning Together: Building a Collaborative Culture in Teaching Practicum Supervision. Hong Kong: INSTEP, Faculty of Education, The University of Hong Kong. p.41-49. ■ Lo, M.L. (1998). Taking over a class from student teachers: a decision about intervention. In Kwo, O. (ed). Professional Learning Together: Building a Collaborative Culture in Teaching Practicum Supervision. Hong Kong: INSTEP, Faculty of Education, The University of Hong Kong. p. 68-76 ■ Lo, M.L.(1998). Understanding the Processes of Teachers’ Professional Development in Hong Kong Primary Schools: the Impact of Curriculum Reform on Reflective Practice. In Stimpson, P and Morris, P. Curriculum and Assessment for Hong Kong: Two components, one system. Hong Kong: Open University of Hong Kong Press. p.263-290. ■ Morris, P., Chan K.K. and M.L Lo (1998). Changing primary schools in Hong Kong: perspectives on policy and its impact. In Stimpson, P. and Morris, P. Curriculum and Assessment for Hong Kong: Two components, one system. Hong Kong: Open University of Hong Kong Press. p.201-222. ■ M.L. Lo (1997)‘Chemical Education in Hong Kong’ in Chemical Education in Asia-Pacific, The Federation of Asian Chemical Societies, The Chemical Society of Japan. p.29-44 ■ Morris, P., Chan, K.K., Lo, M.L. (1997). ‘Organizational and Classroom Reform’ in Outcome-Based Education: Issues and Strategies for Schools, Australian Curriculum Studies Association. p.38-40. ■ Law, N., Wong, C.K., Yung, B. & Lo, M.L. (eds.) (1996). Learning About Water & Matter: A First Experience with the SMILE Approach, INSTEP, HKU.     Refereed Journal Papers ■ Lo Mun Ling (2009) The Development of the Learning Study Approach in Classroom Research in Hong Kong. Educational Research Journal, Hong Kong Institute of Educational Research, CUHK. Vol 24, No. 1 Summer 2009. ■ 高寶玉 盧敏玲 龐永欣 賴明珠：《課程決定的實踐歷程：課堂學習的個案研究》,《當代教育科學》2009年第18期（9月），第4頁至第9頁。 ■ 盧敏玲、李樹英、郭永賢 (2009). 聚焦一課 超越一課 香港地區“優化課堂學習計劃”,《江蘇教育研究》2009．5A，第49期，8-11頁。 ■ 盧敏玲、唐田 (2009). 課堂學習研究:教師專業發展的平台,《江蘇教育研究》2009．5A，第49期，12-16頁。 ■ Marton, F. and Lo, M L (2007). Learning from “The Learning Study", The Journal of Research in Teacher Eudcation, Vol. 14, No. 1, p.31-46. ■ 盧敏玲、李樹英 (2007). 課堂學習研究—一種優化教與學的評估實踐，《教育科學研究》二零零七年 第九期，22-25頁。 ■ Lo, M.L., Hung, H.H.Y., and Chik, P.P.M. (2007). Improving Teaching and Learning through a Learning Study - Using patterns of variation to teach electro-chemical series in Hong Kong, Curriculum Perspectives. Vol 27, No. 3 p. 49 – 62. ■ Lo, M.L., Chik, P.M., Pang, M.F. (2006). Patterns of variation in teaching the colour of light to primary 3 students, Instructional Science. Vol. 34, No.1, p.1-19. http://dx.doi.org/10.1007/s11251-005-3348-y ■ 盧敏玲 (2005).“課堂學習研究 ”對香港教育的影響，《開放教育研究》二零零五年 第三期，84-89頁。 ■ 盧敏玲、高寶玉(2003). 提高中國語文教學的質素—課堂學習研究的理論與實踐，《亞太語文教育學報》6（1），21-43頁。 ■ Lo, M.L. (2002). A Tale of Two Teachers - Teachers Responses to an Imposed Curriculum Reform, Teacher Development: An International Journal of Teachers’ Professional Development. Volume 6, No.1, p.33-46. ■ Lo, M.L. (2002). The Changing Conceptions of a School-University Partnership: The Case of the Unified Professional Development Project, Asia-Pacific Journal of Teacher education & Development. Vol. 5. Special Issue 2. p.25 – 46. ■ Morris, P. and Lo, M.L. (2000). Shaping the Curriculum: contexts and cultures. School Leadership and Management, Vol. 20, No. 2, p.175-188. ■ M.L. Lo & N. Law (1996). ‘Teacher Education as an enabling process’, Journal of Primary Education. Hong Kong Institute of Educational Research, CUHK. Volume 6, Number 1 & 2, 1996. ■ Morris, P., Chan, K.K., Lo, M.L. (1996). Reforming the School Curriculum: Lessons from the introduction of the Target Oriented Curriculum in Hong Kong. Journal of Primary Education, Hong Kong Institute of Educational Research, CUHK. Vol. 7, No. 1.   Other scholarly outputs ■ 盧敏玲 (2009)：觀課優化課堂學與教，輯於香港教育學院編《唯教、唯大－香港教育學院十五周年紀念：教育評論結集》，香港教育學院，76-77頁。 ■ 盧敏玲 (2009)：觀課成效聚焦學習成果，輯於香港教育學院編《唯教、唯大－香港教育學院十五周年紀念：教育評論結集》，香港教育學院，78-79頁。 ■ 盧敏玲 (2009)：觀課能優化課堂教與學嗎?《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。12-17頁。 ■ 盧敏玲 (2009)：提升教師教學能力的觀課，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。18-20頁。 ■ 盧敏玲 (2009)：利用教材的特色去選取學習內容，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。22-25頁。 ■ 盧敏玲 (2009)：課室管理問題的治本方法，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。26-29頁。 ■ 梁淑英、盧敏玲、高寶玉、郭永賢、勞傅燕華、黃晶榕 (2009)：拼圖閱讀－中文課《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。34-44頁。 ■ 梁淑英、盧敏玲、高寶玉、勞傅燕華、譚淑賢、郭永賢(2009)：鑒定字跡學作文－英文課，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。46-54頁。 ■ 梁淑英、盧敏玲、高寶玉、郭永賢、勞傅燕華、黃晶榕 (2009)：實驗學常識－常識課《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。56-64頁。 ■ 梁淑英、盧敏玲、高寶玉、勞傅燕華 (2009)：數學生活化－數學課，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。66-73頁。 ■ 盧敏玲 (2009)：只關注教學安排能優化學習嗎？《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。78-81頁。 ■ 盧敏玲 (2009)：教學活動的設計對學習的影響，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。82-84頁。 ■ 盧敏玲 (2009)：提問要有方向性，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。98-99頁。 ■ 盧敏玲 (2009)：視覺藝術科的課堂學習研究，《優質觀課的理論與實踐》，香港教育學院　院校協作與學校體驗事務處。154-157頁。 ■ 鄧怡勳、陳穎欣、盧敏玲(2009)：《課堂學習研究系列：教好每一堂課──五邑鄒振猷學校個案》（鐳射光碟），香港，香港教育學院　院校協作與學校體驗事務處。 ■ Learning Studies Forum (2008) ■ 盧敏玲 (2007). 能優化課堂教與學的觀課。《教師中心傳真》二零零七年 一月至三月 第六十二期，1-3頁。 ■ 盧敏玲 (2004)：視覺藝術科的「課堂學習研究」，《香港美術教育》第三期 二零零四年十二月3-4頁。 ■ Lo, M.L., Marton, F., Ng, F.P., Ko, P.Y., Mok, I., Wong, K.M., Pang, M.F., Pong, W.Y., Morris, P., Runesson, U., Chik, P., & Luk, S.L. (2001). Catering for Individual Differences – Building on Variation. Teachers’ professional development manual (booklet and CD Rom). 照顧學生的個別差異—從差異開始。教師培訓手冊。Hong Kong: Curriculum Development Institute & Department of Curriculum Studies, HKU. ■ Lo, M.L., Marton, F., Ng, F.P., Ko, P.Y., Mok, I., Wong, K.M., Pang, M.F., Pong, W.Y., Morris, P., Runesson, U., Chik, P., & Luk, S.L. (2001). Catering for Individual Differences – Building on Variation. Teachers’ Self Learning Package (booklet and CD Rom). 照顧學生的個別差異—從差異開始。教師自學教材。Hong Kong: Curriculum Development Institute & Department of Curriculum Studies, HKU. ■ Ng, F.P., Lo, M.L. and Chik P.P.M. (2000). 字詞的學習空間與課堂互動的關係，《第六屆世界華語文研討會》，Taipei, Taiwan. ■ Lo, M.L. (2000). Understanding Teachers’ Professional Development: The Impact of the Target Oriented Curriculum (Ph.D.) theses. Hong Kong.     Research Reports ■ Lo, M.L., Pong, W.Y. (2003). Catering for Individual Differences, building on variation – final report. ■ Lo, M.L., Pong, W.Y (2002). Catering for Individual Differences, building on variation – second annual report. Curriculum Development Institute, Education Department, H.K. ■ Lo, M.L., Pong, W.Y., Marton, F. and Chik, P. (2001). Catering for Individual Differences, building on variation – annual report. Curriculum Development Institute, Education Department, H.K. ■ Mok, I.A.C., Chik, P.P.M., Ko, P.Y., Kwan. T.Y.L., Lo, M.L., Marton, F.I., Ng, F.P. and Pang, M.F. (2000). CD ROM. “Being Good at Language Teaching” and accompanying booklet. Hong Kong. ■ Morris, P., Mok, I.A.C., Chik, P.P.M., Ko, P.Y., Kwan, T.Y.L., Lo, M.L., Marton, F.I., Ng, F.P., Pang, M.F. and Runesson, U. (2000). Final Report; Language Teaching in TOC Classrooms, a Research Project Commissioned by the Standing Committee on Language Education and Research, Hong Kong Government. ■ Adamson, B., Chan, K.K., Che, M.W., Chik, P.M., Lo, M.L., Ko, P.Y., Kwan, Y.L., Mok, A.C., Ng, F.P., Morris, P. and Tong, S.Y. (1999). 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