A teacher’s reflection on teaching “Tomorrow’s Leaders” in university students in Hong Kong

References

1. Shek DT. Development of a positive youth development subject in a university context in Hong Kong. Int J Disabil Hum Dev 2012;11:173–9.10.1515/ijdhd-2012-0036Search in Google Scholar

2. Shek DT, Sun RC. Promoting psychosocial competencies in university students: evaluation based on a one group pretest-posttest design. Int J Disabil Hum Dev 2012;11:229–34.10.1515/ijdhd-2012-0039Search in Google Scholar

3. Shek DT, Sun RC. Promoting leadership and intrapersonal competence in university students: what can we learn from Hong Kong? Int J Disabil Hum Dev 2012;11:221–8.10.1515/ijdhd-2012-0037Search in Google Scholar

4. Shek DT, Sun RC. Process evaluation of a positive youth development course in a university setting in Hong Kong. Int J Disabil Hum Dev 2012;11:235–41.10.1515/ijdhd-2012-0038Search in Google Scholar

5. Shek DT, Sun RC. Qualitative evaluation of a positive youth development course in a university setting in Hong Kong. Int J Disabil Hum Dev 2012;11:243–8.10.1515/ijdhd-2012-0040Search in Google Scholar

6. Shek DT, Sun RC. Focus group evaluation of a positive youth development course in a university in Hong Kong. Int J Disabil Hum Dev 2012;11:249–54.10.1515/ijdhd-2012-0035Search in Google Scholar

7. Shek DT, Sun RC, Chui YH, Lit SW, Yuen WW, Chung YY, et al. Development and evaluation of a positive youth development course for university students in Hong Kong. ScientificWorldJ 2012; Article ID 263731. doi:10.1100/2012/263731.Search in Google Scholar PubMed PubMed Central

8. Shek DT, Yu L. Post-course subjective outcome evaluation of a subject on leadership and intrapersonal development for university students in Hong Kong. Int J Disabil Hum Dev 2014;13:457–64.10.1515/ijdhd-2014-0342Search in Google Scholar

9. Peterson B. Teaching for social justice: one teacher’s journey. In: Bigelow B, Christensen L, Karp S, Miner B, Peterson B, editors. Rethinking our classrooms: teaching for equity and social justice. Milwaukee, WI: Rethinking Schools, 1994:30–38.Search in Google Scholar

10. Fay J, Funk D. Teaching with love and logic: taking control of the classroom. Golden, CO: The Love and Logic Press, 1995.Search in Google Scholar

11. Eccles J, Midgley C, Wigfield A, Miller-Buchanan C, Reuman D, Flanagan C, et al. Development during adolescence: the impact of stage environment fit on young adolescents’ experiences in schools and families. Am Psychologist 1993;48:90–101.10.1037/0003-066X.48.2.90Search in Google Scholar

12. Baker JA, Terry T, Bridger R, Winsor A. School as caring communities: a relational approach to school reform. Sch Psychol Rev 1997;26:586–602.10.1080/02796015.1997.12085888Search in Google Scholar

13. Steinberg LD, Brown BB, Dornbusch SM. Beyond the classroom: why school reform has failed and what parents need to do. New York, NY: Simon Schuster, 1996.Search in Google Scholar

14. Barr RD, Parrett WH. Hope at last for at-risk youth. Needham Heights, MA: Allyn Bacon, 1995.Search in Google Scholar

15. White-Clark R. Training teachers to succeed in a multicultural climate. Principal 2005;84:40–4.Search in Google Scholar

16. Moos RH. Evaluating educational environments. San Francisco, CA: Jossey-Bass, 1979.Search in Google Scholar

17. Goodenow C. Classroom belonging among early adolescent students: relationships to motivation and achievement. J Early Adolesc 1993;13:21–43.10.1177/0272431693013001002Search in Google Scholar

18. Payne R. A framework for understanding poverty, 4th ed. Highlands, TX: aha! Process Inc, 2005.Search in Google Scholar

19. Kohn A. Beyond discipline from compliance to community. Alexandria: VA: Association for Supervision and Curriculum Development, 2006.Search in Google Scholar

20. Jones F. Positive classroom discipline. New York, NY: McGraw-Hill, 1987.Search in Google Scholar

21. Tauber RT. Classroom management: sound theory and effective practice. Westport, CT: Bergin Garvey, 1999.Search in Google Scholar

22. Borba M. Esteem builders: a K-8 self-esteem curriculum for improving student achievement, behavior and school climate. Torrance, CA: Jalmar Press, 1989.Search in Google Scholar

23. Kolb DA. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall, 1984.Search in Google Scholar

24. Conklin TA. Making it personal: the importance of student experience in creating autonomy-supportive classrooms for millennial learners. J Manag Educ 2013;37:499–538.10.1177/1052562912456296Search in Google Scholar

25. Sandmann LR. Conceptualization of the scholarship of engagement in higher education: a strategic review, 1996–2006. J High Educ Outreach Engagem 2010;12:91–104.Search in Google Scholar

26. Bain K. What the best college teachers do. Cambridge, MA: Harvard University Press, 2004.Search in Google Scholar

27. Beaudin BP, Quick D. Experiential learning: theoretic underpinnings. Fort Collins, CO: Colorado State University, 1995.Search in Google Scholar

28. Marcia JE. Identity in adolescence. In: Adelson J, editor. Handbook of adolescent psychology. New York, NY: Wiley, 1980:159–87.Search in Google Scholar

29. Barr RB, Tagg J. From teaching to learning – a new paradigm for undergraduate education, Change 1995;27:13–25.10.1080/00091383.1995.10544672Search in Google Scholar

30. Biggs J. Teaching for quality learning at university, 2nd ed. Berkshire: Society for Research in Higher Education and the Open University Press, 2003.Search in Google Scholar

31. Grant CA, Zeichner KM. On becoming a reflective teacher. In: Grant C, editor. Preparing for reflective teaching. Boston, MA: Allyn Bacon, 1984:1–18.Search in Google Scholar