Specialisation in Education
DOCSE-2024-01: Special and Inclusive education
Special and inclusive education aims to provide high-quality education for learners with diverse needs and to ensure the implementation of equal education principle . Inclusive education welcomes and celebrate diversity and improves the quality of education for all learners, where everyone receives support from the education system. It emphasizes the importance of full participation for all students, both special and regular students in different education settings, and supports individual needs. Inclusive education is also a means of creating effective classrooms where the educational needs of all students are addressed
Principal Supervisor: Frances Lee Lai Mui(frances.mui@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-02: Computer-based assessment
Computer-based assessment is a comprehensive concept that involves various technologies. The integration of technologies aims to enhance the effectiveness, feasibility, flexibility, reliability, and validity of educational assessments, and promotes the exploration of students’ academic achievement and cognitive development through data-based analysis and modeling. Furthermore, log file data analysis is another emphasis of the area, providing the opportunity to analyze the assessments from different perspectives and in a more objective manner.
Principal Supervisor: Hao Wu(hao.wu@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-03: Language Education
Language education refers to the process of teaching and learning a language, with the goal of developing proficiency in that language. It encompasses various aspects, including the acquisition of vocabulary, grammar, pronunciation, listening, speaking, reading, and writing skills. The research spectrum is not limited to the instruction of foreign or second languages but also includes the teaching of native languages, such as promoting language maintenance and revitalization efforts for indigenous or minority languages. Students who are interested in this field should be notified that language education is a dynamic field which continuously evolves in response to societal, technological, and educational developments. It plays a crucial role in promoting intercultural understanding, facilitating communication, and fostering global citizenship in an increasingly interconnected world.
Principal Supervisor: Iris Mak(iris.mak@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-04: Developmental Disabilities (Autism Spectrum Disorders, Intellectual Delay/Disability)
Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. In particular, developmental disabilities encompasses two main types of disabilities, that is, intellectual delay/disability (ID) or intellectual developmental disability (IDD), and autism spectrum disorders (ASDs). ID is defined as having significant limitations in both intellectual functioning and adaptive functioning, with the disability originating before the age of 18 years old. ASD is charaterized by persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities, with the symptoms present in the early developmental period. Understanding issues surrounding learners with ID/IDD and/or ASD and their families will help us better understand how to better support the different aspects of their life across their lifespan.
Principal Supervisor: Mo Chen(mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-05: Communication Disorders
A communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evidence in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities (American Speech-Language-Hearing Association, ASHA, 1993, p. 40). Under this research topic, areas of my expertise may involve language disorder (i.e., receptive language disorder, expressive language disorder), and hearing disorder (i.e., deaf, hard of hearing), as well as the use of Augmentative and Alternative Communication (AAC) to support individuals with complex communication needs due to developmental disabilities or acquired conditions (e.g., dementia).
Principal Supervisor: Mo Chen(mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-06: Assessment for Special Education Needs (SENs)
Assessment for learners with special education needs (SENs) can be used to inform different types of decision-making, such as classification, placement, intervention, and instruction. Different types of assessment, formal or informal, summative or formative, standardized or criterion-referenced, etc., play an important role in the education for students with SEN, especially in the increasing advocacy for accountability in the educational settings. The issues surrounding modifications and accommodations in the assessment for learners with SENs remain theoretically and practically relevant and important. Under this research topic, areas to be explored may include, but not limited to, the assessment of the academic, behavioral, social-emotional, adatptive skills in learners with SENs, inclusive assessment practices, authentic assessment, culturally reliable and valid assessment, etc.
Principal Supervisor: Mo Chen(mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-07: Intervention / Implementation Studies for Learners with SENs
Evidence-based interventions are critical in ensuring quality, equitable and inclusive education for students with SENs, and implementation of intervention programs with fidelity (schoolwide, classwide, or individualized) is the key feature of the education for students with SENs. Under this research topic, areas to be explored may include, but not limited to, evidence-based interventions, behavioral interventions (e.g., applied behavior analysis, positive behavior supports and interventions, functional behavior assessment and function-based interventions), program evaluation, the use of single case experimental designs for progress monitoring, etc.
Principal Supervisor: Mo Chen(mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-08: Teacher Education in the Context of Special/Inclusive Education
Teacher education in the context of special/inclusive education refers to pre-service teacher preparation and in-service teacher training for professionals who work with students with special education needs in different educational settings such as special education schools/classes, mainstream classrooms, early intervention centres etc. Under this research topic, we hope to explore issues related to teacher development on the individual-, school-, and broader society-levels, and explore approaches to develop and maintain teachers of adequate attitudes, knowledge, and skills at working with students with SENs.
Principal Supervisor: Mo Chen(mo.chen@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-09: Early Childhood Education
Numerous studies have revealed that children who get an excellent education early are likely to be successful as adults. Early Childhood Education is an interdisciplinary discipline focusing on preschool-aged children’s cognitive, social, emotional, language, and physical development and children's lives, play, and learning in and outside preschool institutions (nurseries, kindergartens, and all the different kinds of early learning centres). Research topics in Early Childhood Education include but are not limited to children's language, social, emotional, and behavioural development, the qualities of early childhood education institutions, the effectiveness of classroom practices and early childhood curricula and instructional strategies, children's transition to school, as well as the professional development and training for early childhood practitioners. Studies in early childhood education allow you to work with issues related to preschool institutions and preschool-aged children as a researcher, educator, or officer in educational organisations.
Principal Supervisor: Susannah Sun(susannah.sun@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-10: Sociology of Education
Whether formal schooling or non-formal learning (e.g., private tutorial centres), education is organised by members of a particular group, community, state, and nation. And it is held to be a social institution that serves the objective of socialising individuals into the systems of society. Sociology of Education studies how individuals and social organisation experiences within these institutions affect educational processes and social development. It concerns the factors of family, community, culture, ethnicity, gender and so on in educational access and outcomes. The main topics under the Sociology of Education include but are not limited to educational equality, the function of education in social development, and the socialisation of individuals in the education system.
Principal Supervisor: Rochelle Ge(rochelle.ge@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-11: Globalization and Education
The impact of globalisation on education is multi-level and multi-faceted. Neither education nor knowledge is restricted by the boundaries of nation-states and/or regional cultures. At the Macro level, globalisation has brought a paradigm shift in educational policies and administration in many countries. At the meso-level, schools, colleges, and universities have been or are going through institutional changes in response to the opportunities and challenges brought up by globalisation. These changes include but are not limited to organisational restructuring (e.g., establishing an international office, embracing internationalisation in its mission and vision, recruiting staff from abroad) and curriculum reform (e.g., opening courses in English, adopting an international curriculum). At the micro (individual) level, students, researchers and teachers can select from a vast array of educational modes and institutions on a global scale. The research about Globalization and Education looks at the above issues from an academic perspective, describes, analyses and theorises the ongoing changes.
Principal Supervisor: Rochelle Ge(rochelle.ge@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-12: School, Family and Community
Different parental and community involvement models in education and the principles on which they are based are critical to the children's education process. It is important to investigate research on the nature of the home school and community liaison, communication and development that could be addressed for further exploration, as is classroom practice and feedback. Research topics related to parents’ rights and obligations could be focused on, as are teachers’ commitments and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement could be surveyed, and community development practices could be considered, making the boundaries between schools, community and home permeable.
In addition, based on the Macao context, Macao has experienced rapid social development after returning to China for twenty years. The Macau government has determined to improve the education system by supporting students’ development. The Macau SAR government encouraged home-school cooperation during the first phase of the “Ten Year Plan,” and one remarkable move was to encourage parent-teacher associations to be formed in each school. More work and research could focus on the second phase of the education development plan; it would be essential to find out how teachers and parents think about home-school cooperation and how it relates to the student's development.
Principal Supervisor: Isabel Tchiang(isabel.tchiang@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-13: Education Assessments
The use of different assessments is critical to students’ learning. Exploring the effectiveness of various assessment methods, such as formative, summative, and multiple assessments, could enhance student learning outcomes. It is also important to investigate the role of technology in assessment. With the increasing use of technology in education, this research topic aims to explore the effectiveness of technology-based assessment methods, such as online quizzes, in comparison to traditional assessment methods. Additionally, it is important to investigate the impact of assessment on student motivation. This research topic aims to investigate the relationship between assessment and student motivation and explore ways to enhance student motivation through assessment.
Principal Supervisor: Isabel Tchiang(isabel.tchiang@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-14: Educational Psychology
Parent-child relationships and interaction are associated with children's developmental outcomes, e.g., academic, socioemotional, cognitive outcomes, etc. We are interested in exploring the connection among parenting, academic achievement, socio-emotional development, behavioural outcomes, home environment, and children’s language development. For instance, during the early years, children acquire language and socioemotional skills rapidly. Research on child development has shown that early language skill is positively associated with social skills and early school success (Brooks-Gunn & Markman, 2005). Parents and the home environment play important roles in supporting their children’s early language and socioemotional development. Findings in the abovementioned areas could be relevant to practical applications and policy making.
Principal Supervisor: Miranda Mak(miranda.mak@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-15: Inclusion and Diversity
With an increasing awareness of diversity, equity, and inclusion, various countries, nations and regions are adopting policies, legislation, regulations and practices to promote inclusion. The recognition of inclusive and quality education is highlighted in the UNESCO Convention against Discrimination in Education, Sustainable Development Goal 4 (SDG), and the Education 2030 Framework for Action. The embrace of diversity and inclusion has already been articulated as a foundation for promoting quality education. Inclusion involves systematic changes and modifications within the curriculum, pedagogy, education approach, structure, and built environment to remove educational barriers. The perceptions and implementation of inclusion still require further investigation and exploration, particularly contextualising across different cultures and nations to fully embrace diversity.
Principal Supervisor: Kiiko Ikegami(kiiko.ikegami@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
DOCSE-2024-16: Curriculum and Pedagogical Studies
In today’s digital age, technology-enhanced inquiry learning has become pivotal in many aspects of teaching and learning in schools, especially in the context of current education reform efforts. Digital technology and inquiry-oriented teaching are expected to profoundly impact pedagogical practices, specifically, the quality and effectiveness of student learning experiences in schools. Research in this area would be helpful to examine the potential of digital technologies in enhancing scientific inquiry, scientific literacy, cognitive and metacognitive processes, and authentic learning experiences. This research area will interest practitioners, education leaders or researchers seeking to advance student learning through a social constructivist inquiry-based approach with digital technologies to equip students with inquiry mindsets and critical thinking skills, the qualities needed to provide structure for problem contexts and address complex societal challenges.
Principal Supervisor: Elisa Pack Jon Fong Rendall Monteiro(elisa@usj.edu.mo)
Academic Unit: School of Education
Keywords: No keywords available
