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Dr. Jun Jun Chen
Learning Sciences Research Group Member
Assistant Professor
Department of Education Policy and Leadership
Education University of Hong Kong
EduHK RICH Profile: click here

Joining the Department of Education Policy and Leadership at the EdUHK seems very much like a joyful home-coming after having been away for so long for Dr. Chen. Having taught at middle school and university level in Mainland China, Dr. Chen left to study for a masters degree in Education at the University of Groningen and then for her PhD at the University of Auckland. During her recent time as a postdoctoral research fellow at the University of Waikato in New Zealand, where the numbers of researchers in education are small and therefore people are strongly tempted to diversify, she is amazed at what she has got herself into. Adding a range of qualitative techniques such as interviews, classroom observations, focus group discussions to her quantitative base skills such as Confirmatory Factor Analysis and Structural Equation Modelling, she has found herself happily struggling to understand Kiwi children’s interesting versions of the English language. Subject-wise, she has been drawn from her work in educational beliefs and teacher effectiveness into other fields, such as effective teaching, assessment, teacher emotions, and emotional leadership. She is willing to apply some of these skills and enlarge her research interest to advance the work of the EdUHK cooperating with colleagues in the coming years. This opportunity to work at EdUHK makes her feel very privileged indeed.

Publications:

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Journal Publications 

 

  • Chen, J, & Guo, W. (2018). Emotional intelligence can make a difference: The role of principals’ emotional intelligence on teaching strategy mediated by principals’ instructional leadership. Educational Management Administration & Leadership.

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  • Chen, J. (2018). Exploring the impact of teacher emotions on their approaches to teaching: A Structural Equation Modeling approach. British Journal of Educational Psychology.

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  • Chen, J. (2018). Teachers’ emotional experience: Insights from Hong Kong primary schools. Asia Pacific Education Review.

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  • Chen, J., & Brown, G. (2018). Chinese secondary school students’ conceptions of assessment and achievement emotions: Endorsed purposes lead to positive and negative feelings. Asia Pacific Journal of Education, 38(1), 91-109.

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  • Chen, J. (2017). Exploring Primary Teacher Emotions in Hong Kong and Mainland China: A Qualitative Perspective. Educational Practice and Theory,, 39(2), xx-xx.

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  • Chen, J, & Cowie, B. (2016). Chinese Preservice Teachers’ Beliefs about Assessment. Educational Practice and Theory, 38(2), xx-xx.

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  • Chen, J., & Cowie, B. (2016). Use of digital videos in New Zealand science classrooms: Opportunities for teachers and students. Curriculum and Teaching, 31(2), xx-xx.

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  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.

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  • Chen, J. & Brown, G.T.L. (2016). Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission. Teachers and Teaching: Theory and Practice, 22(3), 350-367.

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  • Chen, J. (2015). Exploring middle school students’ and parents’ conceptions of excellent teaching. Asia Pacific Journal of Education, xx, xx-xx.

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  • Hallinger. P., & Chen, J. (2015). Review of Research on Educational Leadership and Management in Asia: A Comparative Analysis of Research Topics and Methods, 1995-2012. Educational Management Administration and Leadership, 43, 5-27. 

  • Chen, J. (2014). Teachers' conceptions of approaches to teaching: A Chinese perspective (DOI: 10.1007/s40299-014-0184-3). The Asia-Pacific Education Researcher, 24(2), 341-351.

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  • Li, F., Chen, J., Baker, M. (2014). University students’ attitudes toward physical education Teaching. Journal of Teaching in Physical Education, 33(2), 186-212. 

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  • Chen, J., & Brown, G. (2013). High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment. Journal of Education for Teaching doi:10.1080/02607476.2013.836338, 39(5), 541-556. 

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  • Chen, J., & Cowie, B. (2013). Developing butterfly warriors: A case study of science for citizenship. Research in Science Education DOI 10.1007/s11165-013-9349-y, 43(6), 2153-2177. 

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  • Chen, J., & Cowie, B. (2013). Engaging primary students in learning about New Zealand birds: A socially relevant context. International Journal of Science Education DOI:10.1080/09500693.2012.763194, 35(8), 1344-1366.

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  • Song, L., & Chen, J. (2013). University students’ conceptions of an excellent physical education teacher in China. European Physical Education Review doi:10.1177/1356336X12465512, 19(1), 1-17.

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  • Chen, J., & Cowie, B. (2012). A butterfly story: Being a citizen scientist. New Zealand Science Teacher, 130, 34-37.

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  • Chen, J., Brown, G.T.L. Hattie, J.A.C., & Millward, P. (2012). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education doi:10.1016/j.tate.2012.04.006, 28(7), 936-947. 

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  • Chen, J., Cowie, B., & Oliver, K. (2011). Reading to learn about New Zealand birds in a primary science classroom. New Zealand Science Teacher, 129, 31-33.

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  • Chen, J. (2010). Chinese middle school teacher job satisfaction and its relationship with their moving. Asia Pacific Education Review doi:10.1007/s12564-010-9085-1, 11(2), 263-272.

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  • Chen, J. (2007). Teachers’ conceptions of excellent teaching in middle schools in the north of China. Asia Pacific Education Review, 8(2), 288-297.

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Scholarly Books, Monographs, and Chapters

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  • Chen, J., & Day, C. (2014). Tensions and dilemmas for Chinese teachers in responding to system wide change: New ideas, old models. In Q. Gu (Eds.), The work and lives of teachers in China, Routledge (1-26). London: Routledge.

  

Conference papers

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  • Chen, J., & Brown, G. (2015, May). Understanding teachers’ conceptions of excellent teaching and assessment in China. Paper presented at The Global Symposium on Social Sciences (IBSSS 2015), Bali, Indonesia.

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  • Gu, Q., Day, C., Mariano, S., & Chen, J. (2015, April). Mapping the Effectiveness of Principals in Secondary Schools in Rio de Janeiro State. Paper presented at AERA Conference (American Educational Research Association), Chicago, USA.

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  • Chen, J. & Cowie, B. (2014, August). Chinese student teachers’ beliefs about assessment. Paper presented at conference (European Association for Research on Learning and Instruction), Madrid, Spain.

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