Karim, S., & Hue, M. T. (2022). Researching ethnic minority lives in multicultural contexts: a methodological inquiry in acculturation. International Journal of Comparative Education and Development.

Karim, S., & Hue, M. T. (2022). Determinants of ethnic minority students’ sense of belonging in Hong Kong: Teachers’ narratives and perspectives. Asian Ethnicity, 1-22.

Bhowmik, M. K., Kennedy, K. J., Hue, M. T., & Ng, H. Y. (2022). Ethnic minority identities and citizenship in a Chinese-dominant society: Theoretical and institutional frameworks. Citizenship Teaching and Learning, 17(1), 7-25.

Wu, J., Chui, W. H., Yau, A., & Hue, M. T. (2022). Instilling the need for academic honesty into Hong Kong university students: How well are we doing? Asia Pacific Journal of Education, 1-14.

Karim, S., & Hue, M. T. (2022). Enculturation of immigrants in multicultural contexts: A case of young Pakistani students in Hong Kong. International Journal of Intercultural Relations, 87, 13-25.

Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 1-19.

Karim, S., & Hue, M. T. (2022). Acculturation and sense of belonging: A study of young Pakistani students in Hong Kong. Asian Ethnicity, 23(3), 463-483.

Karim, S., & Hue, M. T. (2021). Behavioural acculturation of young Pakistani students in Hong Kong: A qualitative inquiry. Asia Pacific Journal of Education, 1-15.

Karim, S., Hue, M. T., & Ullah, R. (2021). Acculturative challenges among Pakistani secondary school students in Hong Kong. International Journal of Intercultural Relations, 82, 1-11.

Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education, 45(7), 1-14.

Kam, C. C. S., Hue, M. T., Cheung, H. Y., & Risavy, S. D. (2020). Factor structure of the attitudes toward cheating scale: An exploratory structural equation modeling analysis. Current Psychology, 39(5), 1843-1852.

Cheung, R. Y. M., Bhowmik, M. K., & Hue, M. T. (2020). Why does acculturative stress elevate depressive symptoms? A longitudinal study with emotion regulation as a mediator. Journal of Counseling Psychology, 67(5), 645-652.

Ng, H. Y., Kennedy, K. J., & Hue, M. T. (2019). What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth. Asian Ethnicity, 20(2), 228-249.

Solomon, M., & Hue, M. T. (2018). Cross-cultural experiences of immigrant students: Mainland Chinese in Hong Kong and Mexicans in California. National Forum of Multicultural Issues Journal, 15(1), 1-14.

Jong, M. S. Y., Chan, T., Hue, M. T., & Tam, V. W. L. (2018). Gamifying and mobilising social enquiry-based learning in authentic outdoor environments. Journal of Educational Technology & Society, 21(4), 277-292.

Kam, C. C. S., Hue, M. T., & Cheung, K. C. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong. Ethics & Behavior, 28(4), 316-335.

Bhowmik, M. K., Cheung, R. Y. M., & Hue, M. T. (2018). Acculturative stress and coping strategies among Mainland Chinese university students in Hong Kong: A qualitative inquiry. American Journal of Orthopsychiatry, 88(5), 550-562.

Kam, C. S., Hue, M. T., & Cheung, H. Y. (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behavior. Educational Psychology, 38(7), 945-963.

Bhowmik, M. K., Kennedy, K. J., & Hue, M. T. (2018). Education for all – But not Hong Kong’s ethnic minority student. Race, Ethnicity and Education, 21(5), 661-679.

Cheung, H. W., Kennedy, K. J., Leung, C. H., & Hue, M. T. (2018). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context. British Journal of Religious Education, 40(2), 158-168.

Leung, C. H., & Hue, M. T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, 187(12), 2002-2014.

Cheung, H. Y., Teo, T., & Hue, M. T. (2017). Modeling the relationships among emotional intelligence, sensation seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research, 20(5), 569-589.

Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2016). Educational contributions to students' belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth, 22(2), 226-237.

Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Reciprocal influences between self-assessed emotional intelligence and self-esteem. International Journal of Adolescence and Youth, 20(3), 295-305.

Hue, M. T., & Kennedy, K. J. (2015). Promoting cultural responsiveness: Teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools. Teachers and Teaching: Theory and Practice, 21(4), 289-304.

Hue, M. T., Leung, C. H., & Kennedy, K. J. (2015). Student perception of assessment practices: Towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability, 27(3), 253-273.

Hue, M. T., & Lau, N. S. (2015). Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3), 381-401.

Kennedy, K., Hue, M. T., & Bhowmik, M. (2015). Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students. Assessment Matters, 8, 53-75.

Cheung, C. K, Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology: Interdisciplinary and Applied, 149(1), 63-84.

Hue, M. T., & Kennedy, K. J. (2014). Creating culturally responsive environments: Ethnic minority teachers' constructs of the cultural diversity of students in Hong Kong secondary schools. Asia Pacific Journal of Education, 34(3), 273-287.

Hue, M. T., & Kennedy, K. J. (2014). The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools: From policy to practice. Revista Española de Educación Comparada, 23(1), 117-134.

Hue, M. T., & Kennedy, K. J. (2013). Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Pastoral Care in Education, 31(4), 292-308.

Hue, M. T., & Kennedy, K. J. (2012). Creation of culturally responsive classrooms: Teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools. Intercultural Education, 23(2), 119-132.

Hue, M. T. (2012). Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling, 40(2), 143-156.

Lau, N. S., & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 305-320.

Kennedy, K. J., & Hue, M. T. (2011). Researching ethnic minority students in a Chinese context: Mixed methods design for cross cultural understandings. Comparative Education, 47(3), 343-354.

Hue, M. T. (2011). Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective. Pastoral Care in Education, 29(4), 261-272.

Hue, M. T. (2010). The challenge of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools, Educational Studies, 36(4), 357-370.

Hue, M. T. (2010). Aestheticism and spiritualism: A narrative study of the exploration of self through the practice of Chinese calligraphy. Journal of Aesthetic Education, 44(2), 18-30.

Hue, M. T. (2010). Influence of Taoism on teachers’ definitions of guidance and discipline in Hong Kong secondary schools. British Educational Research Journal, 36(4), 597-610.

Hue, M. T. (2010). Educational planning for school guidance: Teachers’ narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools. Educational Planning, 19(2), 34-45.

Hue, M. T. (2009). Promotion of spiritual development: Exploration of the self and spiritualism through the practice of Chinese calligraphy. Pastoral Care in Education. 27(1), 63-76.

Hue, M. T. (2008). Cross-cultural experience of immigrant students from mainland China in Hong Kong’s secondary schools. Ethnography and Education, 3(3), 229-242.

Hue, M. T. (2008). The influence of Confucianism: A narrative study of Hong Kong teachers’ understanding and practices of school guidance and counselling. British Journal of Guidance and Counselling, 36(3), 303-316.

Hue, M. T. (2007). Emergence of Confucianism from teachers’ definitions of guidance and discipline in Hong Kong Secondary schools. Research in Education, 78(November), 21-33.

Hue, M. T. (2007). The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools. Educational Review, 59(3), 343-361.

Hue, M. T. (2007). The influence of classic Chinese philosophy of Confucianism, Taoism and Legalism on classroom discipline in Hong Kong junior secondary schools. Pastoral Care in Education, 25(2), 38-45.

Hue, M. T. (2005). The influences of Chinese culture on teacher-student interaction in the classrooms of Hong Kong secondary schools. Curriculum Perspectives, Australian Curriculum Studies Association, 25(3), 37-43.

Hue, M. T. (2002). School guidance and discipline: Teachers’ and students construct of classroom knowledge in two Hong Kong secondary schools. Educate-The London Journal of Doctoral Research in Education, Institute of Education, University of London, 1, 23-35.

Hue, M. T., & Karim, S. (Eds.). (2022). Supporting students with SEN in an inclusive classroom: From policies, theories to practices (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Hue, M. T. (Ed.). (2017). School counselling in Chinese context: School practice for helping students in needs in Hong Kong (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Phillion, J., Hue, M. T., & Wang, Y. (Eds.). (2011). Minority students in far East Asia: Government policies, school practices and teacher responses. New York: Routledge.

Hue, M. T., & Li, W. S. (Eds.). (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press. (In English and Chinese).

Hue, M. T., & Karim, S. (2022). Global perspective on and the challenge of inclusive education. In M. T. Hue, & S. Karim (Eds.), Supporting students with SEN in an inclusive classroom: From policies, theories to practices (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Hue, M. T. (2022). Educational policy on the promotion of inclusion in Hong Kong schools. In M. T. Hue, & S. Karim (Eds.), Supporting students with SEN in an inclusive classroom: From policies, theories to practices (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Hue, M. T. (2022). The effective functioning of SENCo. In M. T. Hue, & S. Karim (Eds.), Supporting students with SEN in an inclusive classroom: From policies, theories to practices (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Hue, M. T., & Karim, S. (2022). Whole school approaches to building inclusive classroom and school. In M. T. Hue, & S. Karim (Eds.), Supporting students with SEN in an inclusive classroom: From policies, theories to practices (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.

Hue, M. T. (2022). Inclusive education – Equal opportunities for all. In K. J. Kennedy, M. Pavlova, & J. C. K. Lee (Eds.), Soft skills and hard values in education: Meeting 21st century challenges. Routledge.

Hue, M. T. (2021). Life education, positive education and character education in greater China: Theory, research and practice. In J. C. K. Lee, Y. W. Yip & H. M. Kong (Eds.), Life and Moral Education in Greater China (pp. 235-250). Oxon and New York: Routledge.

Cheung, H. W. C., Bhowmik, M. K., Kennedy, K. J., Ng, H. Y., & Hue, M. T. (2020). Religious and ethnic identification of minoritized youth in Hong Kong: Exploring acculturation outcomes. In E. Delgado-Algarra, & J. Cuenca-López (Eds.), Handbook of Research on Citizenship and Heritage Education (pp. 332-351). Hershey PA, USA: IGI Global.

Hue, M. T. (2020). Behavioral disorder: Theory, research, and practice. In A. J. Martin, R. A. Sperling & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 220-238). New York, New York: Routledge.

Jong, M. S. Y., Cheung, K. K. F., Jiang, Y. C., Chan, To., Tam, V., & Hue, M. T. (2018). Mobile outdoor inquiry-based learning activities in Hong Kong. In D. Wu & J. Y. Yao (Eds.), Case studies of ICT in education worldwide 2016–2017 (pp. 38-56). Beijing: Being Normal University Press. (In Chinese)

Hue, M. T. (2018). Introduction: Seeking equity in education for Asia’s ethnic minorities. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 805-807). New York: Routledge.

Hue, M. T. (2018). Promoting cultural responsiveness and multicultural competency in Hong Kong schools. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 819-828). New York: Routledge.

Bhowmik, K., & Hue, M. T. (2018). Education for ethnic minority young people in Hong Kong: What school factors make them unsuccessful? In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 808-818).

New York: Routledge. Hue, M. T. (2017). Promoting culturally responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools. In I. H. Amzat & N. P. Valdez (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 179-191). Oxon, UK: Routledge.

Hue, M. T. (2017). School counselling in Hong Kong schools and cultural influence. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 3-18). New York: Routledge.

Hue, M. T. (2017). Building a culturally responsive guidance programme: Attending to the counselling needs of ethnic minority students. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 139-152). New York: Routledge.

Hue, M. T. (2017). Moving school counselling forward. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 171-179). New York: Routledge.

Hue, M. T. (2017). The challenges of promoting cultural responsiveness: Narratives of cultural diversity and the cultural competency in Hong Kong schools. In D. Sharps (Ed.), Handbook on comparative and international studies in education (pp. 585-598). USA: Wiley-Blackwell.

Hue, M. T. (2013). Crisis management and its application to school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice (pp. 219-238). Hong Kong: Hong Kong University Press.

Hue, M. T. (2012). New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 123-130). New York: Routledge.

Hue, M. T. (2011). Building up a culturally responsive school: Cross-cultural experience of ethnic minority students in Hong Kong schools. In J. Pillion, M.T. Hue & Y. Wang (Eds.), Minority students in far East Asia: Government policies, school practices and teacher responses (pp. 141-154). New York: Routledge.

Hue, M. T. (2011). Crisis management and its practices for school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice (pp. 181-198). Hong Kong: Hong Kong University Press. (In Chinese).

Hue, M. T. (2007). Classroom management for children with diverse learning needs. In N.S. Philipson (Ed.), Learning diversity in the Chinese classroom: Contexts and practice for students with special needs (pp. 459-486). Hong Kong: Hong Kong University Press.

Hue, M. T. (2005). Developing a peer support group for promoting teachers’ professional development. In K. H. Hui & W. S. Li (Eds.), Teacher leadership and professional development in Hong Kong: Theory and practices. Hong Kong: Kui Chi Publishing Company (In Chinese).

Hue, M. T. (2003). Strategic planning for curriculum change. In H. F. Law & B. H. Lam (Eds.), Curriculum leadership for curriculum development. Hong Kong: Quality Education Fund. (In Chinese).

Tse, K. H. H., Li, W. S., Au, M. L., Hue, M. T., Lam, T. S., Choy, W. T., & Chan, T. H. (2004). Classroom management cases and reflection (In VCD format). Hong Kong: The Hong Kong Institute of Education.

Tse, K. H. H., Li, W. S., Au, M. L., Hue, M. T., Lam, T. S., Choy, W. T., & Chan, T. H. (2004). The practice of classroom management strategies and skills (In VCD format). Hong Kong: The Hong Kong Institute of Education.

Tse, K. H. H., Li, W. S., Au, M. L., Hue, M. T., Lam, T. S., Choy, W. T., & Chan, T. H. (2004). How to use ERIC to search education literature? (In VCD format). Hong Kong: The Hong Kong Institute of Education.

Tse, K. H. H., Li, W. S., Au, M. L., Hue, M. T., Lam, T. S., Choy, W. T., & Chan, T. H. (2004). How to use EBSCO host academic search elite to search education literature? (In VCD format). Hong Kong: The Hong Kong Institute of Education.

Law, H. F. E., Lam, B. H., Hue, M. T., Li, W. S., Lam, T. S., & Law, M. S. (2003). Developing curriculum leadership in schools (A self-learning material in VCD format). Hong Kong: Quality Education Fund. (In Chinese)

Hue, M. T., & Karim, S. (2022, May). Developing a sense of belonging among ethnic minority youth in Hong Kong: Challenges and opportunities. Paper presented at the 14th 2022 KAME International Academic Conference.

Hue, M. T., & Karim, S. (2021, August). Multicultural education: A source of belongingness and inclusive education for immigrant youth. Paper presented at the 2021 KAME International Academic Conference.

Jong, M. S. Y., Chen, G., Tam, V. W., Hue, M. T., Chen, M., & Weng, X. (2021, August). Gamification of flipped classroom: FIBER Vs. G-FIBER. Paper presented at the 7th International Symposium on Educational Technology (ISET) (pp. 270-274).

Wu, K. F., Chui, W. H., Hue, M. T., & Yau, A. (2021, July). Why students plagiarise: Corrupted morals or failed education? Paper presented at the 9th European Conference on Education (ECE2021), London, UK.

Hue, M. T. (2019, September). Making inclusion possible: Experience of special educational needs coordinators (SENCOs) in Hong Kong schools. Paper presented at the Special Education International Conference (SEIC) 2019, Sepang, Malaysia.

Hue, M. T. (2019, July). Promotion of inclusive education: Special educational needs coordinators (SENCOs) definition of their role and experience in Hong Kong schools. Paper presented at the 6th The London School of Management Education (LSME) - International Research Conference, London, The United Kingdom.

Hue, M. T. (2019, July). Collaborative and evidence-based approach to the promotion of inclusive education. Paper presented at the 3rd International Conference on Special Education (ICSE2019), Surabaya, Indonesia.

Cheung, R. Y. M., Bhowmik, M. K., & Hue, M. T. (2019, June). Acculturative stress and depressive symptoms: Mediating role of emotion dysregulation. Paper presented at the Society for the Psychological Study of Social Issues 2019 Summer Conference, San Diego, CA, USA.

Hue, M. T. (2019, May). Teachers’ narratives of cultural responsiveness and multicultural competency in Hong Kong schools. Paper presented at the 2019 Korean Association for Multicultural Education (KAME) International Conference, Seoul National University, Seoul, Korea.

Hue, M. T. (2018, July). Collaborative and evidence-based approach to the promotion of SEN children’s wellbeing. Paper presented at the Child's World Conference 2018 - New Shoes New Direction, Aberystwyth University, Penglais Campus, Aberystwyth, Wales, UK.

Hue, M. T., & Bhowmik, M. K. (2018, May). Acculturation and identity in an Asian context: The case of ethnic minority youth in Hong Kong. Paper presented at the 20th Annual Children’s Identity and Citizenship European Association and the 2nd Joint CITIZED Association Conference (CiCea/CitizED Conference 2018), Warsaw, Poland.

Kennedy, K., Hue, M. T., & Bhowmik, M. K. (2017, July). Self-efficacy and pan ethnic identity: The role of resilience in coping with minority status. Paper presented at the European Congress of Psychology, Amsterdam, Holland.

Kennedy, K., Hue, M. T., Bhowmik, M. K., & Ng, H. Y. (2017, June). Intersectionality and identity in an Asian context: The case of Pakistani youth in Hong Kong. Paper presented at the CiCea / Jean Monnet Network 2017 Conference “Reaffirming Citizenship Education in an Uncertain World”, Brugge, Belgium, Germany.

Hue, M. T. (2017, May). Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at International Conference on Innovative Pedagogy, Banda Aceh, Indonesia.

Hue, M. T. (2017, April). Promotion of cultural responsiveness: Ethnic minority students’ constructs of ethnic diversity and identity in Hong Kong secondary schools. Paper presented at International Conference on Responsible Research and Transformation in Education, London, The United Kingdom.

Hue, M. T. (2016, November). Promoting culturally responsiveness and multicultural competency in Hong Kong schools. Paper presented at The 9th International Conference on Educational Research, Faculty of Education at Khon Kaen University, Thailand.

Hue, M. T. (2016, October). Special preparation for students of special education in conducting teaching practice. Paper presented at International Teacher Education Conference on Teaching Practice at Sultan Idris Education University, Malaysia.

Hue, M. T. (2016, April). Promoting cultural responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools. Paper presented at the American Educational Research Association 2016 Annual Meeting, Washington, D.C., USA.

Hue, M. T. (2016, January). Promoting teachers’ multicultural competency and cultural responsiveness in Hong Kong schools. Paper presented at International Conference on Responsible research in Education and Management and its Impact, London, the United Kingdom.

Cogburn, D. L., Low, L. C., & Hue, M. T. (2015, July). The role of innovation to enhance learning initiatives and practices. Paper presented at the 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Centara Government Complex Hotel & Convention Centre, Bangkok, Thailand.

Hue, M. T. (2015, July). From policy to practice: Challenges of enhancing learning initiatives of students with SEN in Hong Kong mainstream schools. Paper presented at The 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Bangkok, Thailand.

Hue, M. T. (2015, April). Creating a culturally responsive classroom: Teachers' narratives of their influence on ethnic minority students' performance and home-school collaboration. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.

Hue, M. T. (2015, April). Exploring cultural approach for school counselling: Use of mindfulness for promoting students’ well-being in Hong Kong secondary schools. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.

Jong, M. S. Y., Ho, E., S. C., Tam, V., Hue, M. T., Shang, J., Tsai, C. C., et al. (2015, April). How are teachers concerned about harnessing EduVenture in outdoor inquiry learning? Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.

Hue, M. T. (2014, September). Promoting teachers’ multicultural competency: Challenge of creating a culturally responsive classroom for ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research (ICER) 2014, Khon Kaen University, Thailand.

Hue, M. T. (2014, July). Building cultural responsive classrooms: Teachers’ narratives of multicultural competency and cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at the 28th International Congress of Applied Psychology (ICAP), Paris, France.

Hue, M. T. (2014, April). Creating a culturally responsive classroom in Hong Kong secondary schools. Paper presented at Chinese American Educational Research and Development Association 2014 Annual Meeting, Philadelphia, USA.

Hue, M. T. (2014, April). From a philosophical perspective: Influences of Confucianism and Buddhism on school guidance and counselling. Paper presented at the Business Meeting of Confucianism, Taoism and Education SIG, American Educational Research Association (AERA), Philadelphia, USA.

Hue, M. T. (2013, April). Developing a mindfulness approach of school guidance for promoting students’ well-being in two Hong Kong secondary schools. Paper presented at American Educational Research Association (AERA), San Francisco, USA.

Hue, M. T. (2013, April). Managing cultural diversity in HK classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration. Paper presented at American Educational Research Association (AERA), San Francisco, USA.

Hue, M. T. (2012, April). Teachers’ conceputalization of a ‘new’ rationale for cultural responsiveness and diversity management in Hong Kong secondary schools. Paper presented at CAERDA, Vancouver, Canada.

Hue, M. T. (2011, September). Exploring cultural diversity in Chinese classrooms: Can classroom environments cater for the needs of ethnic minority students in Hong Kong? Paper presented at International Conference on Educational Research (ICER), Khon Kaen, Thailand.

Hue, M. T. (2011, July). Creating a culturally responsive school: Fulfilling the diverse needs of ethnic minority students in Hong Kong secondary schools. Paper presented at The 12th European Congress of Psychology, Istanbul.

Hue, M. T. (2011, April). The dynamic of guidance and discipline: Teachers’ narrative of fulfilling the diverse needs of students with SEN in a regular school in Hong Kong. Paper presented at the 2011 Chinese American Educational Research and Development Association International conference: Curriculum, instruction, research, and practice in education in the 21st century, New Orleans Marriott Hotel, New Orleans, LA.

Hue, M. T. (2010, November). Teachers’ narratives of multicultural responsiveness to the diverse needs of ethnic minority students in Hong Kong schools. Paper presented at Asia-Pacific Educational Research Association (APERA), Kuala Lumpur, Malaysia.

Hue, M. T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand.

Hue, M. T. (2010, May). School guidance and discipline: Challenge of promoting resiliency in Hong Kong secondary schools. Paper presented at American Educational Research Association (AERA), Denver, USA.

Hue, M. T. (2009, September). Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools. Paper presented at the International Conference on Educational Research (ICER) 2009: Learning Community for Sustainable Development, Khon Kaen University, Thailand.

Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: School practitioners’ narratives of caring in Hong Kong secondary schools. Paper presented at Asia-Pacific Educational Research Association (APERA): Educational Research for Innovation & Quality in Education. National Institute of Education, Singapore.

Kennedy, K. J., & Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: Towards multiculturalism in Hong Kong? Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore.

Hue, M. T. (2009, April). Creating a culturally responsive classroom: The diverse needs of ethnic minority students. Paper presented at AERA: Symposium: Policy, Action and Theory: Cross-cultural experience of ethnic minority students in the US, Canada, Australia and Hong Kong, San Diego, USA.

Hue, M. T. (2009, April). Promoting culturally responsive approaches to caring: The constructs of the cross-cultural experience of ethnic minority students in two Hong Kong primary schools. Paper presented at American Educational Research Association (AERA): Disciplined inquiry: Education Research in the circle of knowledge, San Diego, USA.

Hue, M. T. (2009, April). From the perspective of Daoism: Teachers’ narrative of behavior management in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA): Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA. Kennedy, K. J., & Hue, M. T. (2008, November). Building up culturally responsive schools: Hong Kong teachers’ views of teaching efficacy and cross-cultural experience of ethnic minority students. Paper presented at the Asia-Pacific Educational Research Association (APERA) Conference 2008: Educational Research for Innovation & Quality in Education: Policy & Pedagogical Engagements Across Contexts, National Institute of Education, Singapore.

Hue, M. T. (2008, September). Teachers’ narratives of the ethnic identity of ethnic minority students in two Hong Kong secondary schools. Paper presented at International Conference on Educational Research (ICER): Learning Community for Sustainable Development, International Conference on Educational Research, Khon Kaen, Thailand.

Hue, M. T. (2008, March). Cross-cultural experience of ethnic minority students in Hong Kong schools. Paper presented at American Educational Research Association (AERA), Symposium on Ethnic Minority and Immigrant Students’ Experience of Language, Culture and Identity Development in Hong Kong, Canada, and U. S., New York.

Hue, M. T. (2008, March). Teachers’ responses to the educational provision for ethnic minority students in Hong Kong schools. Paper presented at the Symposium: Ethnic minority students’ experience of language, culture and identity development in USA, Canada and Hong Kong China, at the Annual Meeting of American Educational Research Association (AERA), New York, USA.

Hue, M. T. (2008, March). Influence of Confucianism on teachers’ knowledge of behaviour management in Hong Kong schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), New York, USA.

Hue, M. T. (2008, March). Emergence of Confucianism from teachers’ constructs of guidance and discipline in Hong Kong schools. Paper presented at Chinese American Educational Research and Development Association, New York.

Hue, M. T. (2007, April). Contested curriculum in Hong Kong: Confucianism, Taoism, Legalism, Capitalism and Colonialism. Paper presented at American Association for the Advancement of Curriculum Studies, at University of Illinois at Chicago.

Hue, M. T. (2007, April). The influence of classic Chinese philosophy of Confucianism, Taoism, Legalism on classroom discipline in Hong Kong junior secondary schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Chicago, USA.

Hue, M. T. (2006, April). A Narrative study of student teachers’ professional knowledge of classroom discipline in Hong Kong secondary schools". Paper presented at the Annual Meeting of American Educational Research Association (AERA), San Francisco, USA.

Hue, M. T. (2006, January). A Study of relationships between teachers’ self-efficacy and their perceptions towards classroom discipline in Hong Kong junior secondary schools. Paper presented at Hawaii International Conference on Education, Honolulu, Hawaii.

Hue, M. T. (2005). Teachers’ construction of classroom discipline in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.

Hue, M. T. (2005). The cross cultural experience of the mainland China immigrant students in Hong Kong secondary school. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.

Hue, M. T. (2004). Managing the diversity of student needs: The constructs of the identity of newly arrived students from mainland China in two Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association. (AERA), San Diego, USA.

Hue, M. T. (2004, April). Hong Kong school practitioners' constructs of the identity of newly arrived students from mainland China. Paper presented at the Annual Meeting of American Educational Research Association: Enhancing the Visibility and Credibility of Educational Research, San Diego, CA.

Hue, M. T. (2004, April). From the perspective of social psychology: How Chinese culture links to the practices of guidance and discipline in two Hong Kong secondary schools. Paper presented at the 3rd Annual Meeting of American Association for the Advancement of Curriculum Studies, San Diego, CA.

Hue, M. T. (2003). How school guidance and discipline affect the delivery of curriculum in two Hong Kong secondary schools. Paper presented at the 2nd Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA.

Hue, M. T. (2018, October). Managing diversity and ethnic minority education. Paper presented at the Fifth Forum on Inclusive and Equitable Education for All in Hong Kong, The Education University of Hong Kong, Tai Po, Hong Kong, China.

Hue, M. T. (2018, September). Collaborative and evidence-based approach to the promotion of SEN children’s wellbeing. Paper presented at the China-ASEAN Special Education Development of Exchange and Cooperation, Guizhou University of Engineering Science, Guizhou Province, China.

Bhowmik, M. K., Kennedy, K. J., Hue, M. T., & Ng, H. Y. (2017, November). Identities of Hong Kong’s ethnic minority youth: A socioecological perspective. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.

Cheung, H. W. C., Kennedy, K. J., Hue, M. T., & Leung, C. H. (2017, November). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.

Hue, M. T. (2017, October). Experience of local schools: Collaborative and evidence-based approach to special needs and inclusive education. Paper presented at SCMP EdTalk: Special Needs & Inclusive Education 2017, Hong Kong, China.

Cheung, H. W. C., Kennedy, K. J., & Hue, M. T. (2016, December). The influence of religious education on Hong Kong students’ civic and social values development. Paper presented at the Hong Kong & Macao SAR Youth: Identity, Citizenship Education and Civic Participation 2016 Conference, the Education University of Hong Kong, Hong Kong.

Hue, M. T. (2014, December). Supporting schools and teachers in meeting the rights of education of ethnic minorities. Paper presented at Hong Kong education policy roundtable forum: Collaborating for Hong Kong education development, HKIEd.

Hue, M. T. (2014, September). From policy to practice: Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at Lunch Research Series VII, Faculty of Education, Universidade De Macau, Macau.

Hue, M. T. (2013, July). From policy to practice: Challenges of ethnic minority education and the promotion of culturally responsive classroom in Hong Kong secondary schools. Paper presented at a global social sciences conference: Education, Ethnicity and Inequality Symposium: Issues and Insights, organized by the Department of Education Studies, the Hong Kong Baptist University.

Hue, M. T. (2012, May). Building a connected classroom for managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Symposium on Classroom Management and Motivation for Learning, organized by Kennesaw State University (USA) and Hubei University of Education (China), Hubei University of Education Campus, China.

Chu, S. S. W., Hue, M. T., & Chung, K. K. H. (2011, December). What Dyslexia policy and practices work for Chinese primary school children in Hong Kong? Paper presented at the International Conference on Addressing Student Learning Diversity 2011, HKIEd, Hong Kong.

Hue, M. T. (2011, June). Developing inclusive approaches to school guidance: Teachers’ narratives about including students with SEN in a regular Hong Kong secondary school. Paper presented at Research Meeting, SEC, HKIEd.

Hue, M. T. (2010, December). Beyond the classroom: Connecting home and school for ethnic minority students. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, HKIEd.

Hue, M. T. (2010, May). Building up culturally responsive schools: Fulfilling the diverse needs of ethnic minority students. Paper presented at Hong Kong Institute for the Humanities and Social Sciences and Women’s Studies Research Centre, University of Hong Kong.

Hue, M. T. (2009, November). School guidance and discipline: Teachers’ and students’ narratives of promoting resiliency in Hong Kong schools. Paper presented at International Conference on Primary Education 2009: The Future is Theirs: Visions for Primary Education in the Twenty First Century, The Hong Kong Institute of Education, Hong Kong.

Hue, M. T., & Lau, Y. S. (2009, March). Promotion of mindfulness: Creating favourable conditions for spiritual education. Paper presented at the Asia-Pacific Conference on Children’s Spirituality, HKIEd.

Hue, M. T. (2009, February). What we can learn from the school experience of ethnic minority students. Paper presented at Seminar of Educational Provision for Ethnic Minority Students, HKIEd.

Kennedy, K, Hue, M. T., & Tsui, K. T. (2008, February). Comparing Hong Kong Teachers’ sense of efficacy for teaching Chinese and non-Chinese students. Paper presented at Comparative Education Society of Hong Kong (CESHK) Annual Conference: Comparative Visions, Comparative Missions. HKIEd, Hong Kong.

Hui, S. K. F., Li, W. S., Him, T. K., Chan, K. W., & Hue, M. T. (2006, April). Experience of a Hong Kong school to use a peer support group for promoting teachers’ professional development. Paper presented at the Conference on Education Development in Chinese Society, Faculty of Education, University of Macau.

Hui, S. K. F., Hue, M. T., Yeung, S. Y., & Li, W. S. (2006, March). From peer support to teacher leaders. Paper presented at the School Development Conference in Tsuen Wan and Kwai Tsing Districts, the Education and Manpower Bureau, Hong Kong.

Hue, M. T. (2005, December). Teacher leadership and professional development in Hong Kong: Developing a peer support group for promoting teachers’ professional development. A symposium paper presented at the 40th Anniversary International Conference, Faculty of Education, The Chinese University of Hong Kong.

Hue, M. T. (2005, October). The social construction of classroom behaviour in Hong Kong secondary schools. Paper presented at the International Forum on Teacher Education: Teacher Education Reform, Teacher Professional Standards and School-based Teacher Development, Shanghai, China.

Hue, M. T. (2005, October). Social construction of effective classroom discipline in Hong Kong junior secondary schools. Paper presented at International Teacher Education Forum, UNESCO Asia and Pacific Regional Bureau for Education, East China University, Shanghai.

Hue, M. T. (2003, October). Classroom teaching and learning: A study of teachers’ and students’ definition of situation in five Hong Kong secondary schools. Paper presented at The First Triennial Meeting of the International Association for the Advancement of Curriculum Studies, Shanghai, China.

Principal Investigator, Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belonging in Hong Kong, funded by General Research Fund, UGC (2020-2022) (amounted in HKD570,425).

Principal Investigator, Neither Immigrants nor Citizens’: Constructing citizenship values in a transnational context for Hong Kong’s ethnic minority students, funded by General Research Fund, UGC (2014-2017) (amounted in HKD756,988).

Principal Investigator, Creating culturally responsive classrooms in a Chinese context: A study of teacher and school attitudes to multicultural teaching competence in Hong Kong schools, funded by General Research Fund, UGC (2013-2017) (amounted in HKD438,500).

Course Coordinator (Program Leader), Provision of Services for Professional Development Programme for the Special Educational Needs Coordinators in Ordinary Primary and Secondary Schools for the 2021/22, 2022/23, 2023/24 School Years, funded by Education Bureau (HKSAR) (2021-2024) (amounted in HKD12,139,200). [Appointment has ended on 14 June 2022]

Course Coordinator (Program Leader), Provision of Services for the Basic, Advanced and/or Thematic Courses for Teacher Professional Development on Catering for Students with Special Educational Needs for the 2021/22, 2022/23, 2023/24 School Years, funded by Education Bureau (HKSAR) (2021-2024) (amounted in HKD99,580,320). [Appointment has ended on 14 June 2022]

Course Coordinator (Program Leader), Provision of Services for Professional Development Programme for the Special Educational Needs Coordinators (SENCO) in Ordinary Primary and Secondary Schools for the 2020/21 School Year, funded by Education Bureau (HKSAR) (2020-2021) (amounted in HKD1,398,600).

Course Coordinator (Program Leader), Provision of Services for the Certificate Courses on Student Guidance and Discipline for Teachers of Primary Schools, funded by Education Bureau (HKSAR) (2019-2021) (amounted in HKD890,400).

Course Coordinator (Program Leader), Provision of Services for the Basic, Advanced and/or Thematic Courses for Teacher Professional Development on Catering for Students With Special Educational Needs for the 2017/2018, 2018/2019 and 2019/2020 School Years, funded by Education Bureau (HKSAR) (2017-2021) (amounted in HKD88,781,140).

Course Coordinator (Program Leader), Provision of Services for Professional Development Programme for the New-to-role Special Educational Needs Coordinators in Ordinary Primary and Secondary Schools for the 2018/19, 2019/20 and 2020/21 School Years, funded by Education Bureau (HKSAR) (2018-2021) (amounted in HKD22,680,000).

Being Principal Investigator/ Project Leader

Project Leader, Diversity, Equity and Social Inclusion Research Group, funded by Central Block Grant (2020-2022) (amounted in HKD2,201,314), the Education University of Hong Kong, Hong Kong.

Principal Investigator, Promoting wellness & positive learning community: Mindfulness, resilience and compassion (MRC) project for university staff and students, school teachers and students, funded by FEHD Self-financing Activity Funds (2019-2021) (amounted in HKD1,000,000), the Education University of Hong Kong, Hong Kong.

Principal Investigator, A study of development of ethnic minority students’ sense of belonging in Hong Kong, funded by Block Grant Faculty Fund (2018-2020) (amounted in HKD580,000), the Education University of Hong Kong, Hong Kong.

Leader of the Areas of Strength - Intercultural studies, funded by Faculty Fund (2017-2021) (amounted in HKD538,000), the Faulty of Education and Human Development, the Education University of Hong Kong, Hong Kong.

Principal Investigator, Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belongingness in Hong Kong, funded by Internal Research Grant (2017-2018) (amounted in HKD80,000), the Education University of Hong Kong, Hong Kong.

Principal Investigator, Expanding the discourse of cultural responsiveness: Understanding ethnic minority students’ identities and belongingness in Hong Kong’s post-colonial context, funded by Internal Research Grant (2015-2017) (amounted in HKD100,000), the Hong Kong Institute of Education, Hong Kong.

Principal Investigator, A pilot study on mindfulness: Intervention and well-being, attention level and stress level of Hong Kong students, funded by Internal Research Grant (2008-2009) (amounted in HKD200,000), the Hong Kong Institute of Education, Hong Kong.

Principal Investigator, Building up Resilient Schools: Meeting the Challenge of Guidance and Discipline in Hong Kong Secondary Schools (2008-2009) (amounted in HKD200,000), the Hong Kong Institute of Education, Hong Kong.

Principal Investigator, Developing culturally responsive approaches to pastoral care: A narrative study of cross-cultural experience of ethnic minority students in Hong Kong secondary school, funded by Internal Research Grant (2008-2009), the Hong Kong Institute of Education, Hong Kong.

Principal Investigator, Social Construction of Classroom Discipline in Hong Kong Secondary Schools, funded by Internal Research Grant (2005-06) (amounted in HKD157,800), the Hong Kong Institute of Education, Hong Kong.

Email: mthue@hksyu.edu

Friday 9am – 12pm or by personal appointment