Publications

Journal articles

Differentiated instruction

• 3rd Author (2023). Challenges and opportunities of implementing differentiated instruction amid the COVID-19 pandemic: Insights from a hybrid thematic analysis. Education Sciences, 13(10), 989, DOI: 10.3390/educsci13100989 (ESCI journal)
• 1st Author (2023). Swimming with crocodiles: understanding Hong Kong teachers’ experiences of implementing differentiated instruction through a school-university partnership programme. Journal of Education for Teaching, 49(5), 927–931. DOI: 10.1080/02607476.2023.2205829 (SSCI journal) 
• 3rd Author (2022). Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the Differentiated Instruction Questionnaire in Hong Kong. International Journal of Educational Research. DOI: 10.1016/j.ijer.2022.102044 (SSCI journal) 
• Author (2020). Unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice. ECNU Review of Education, 3(4), 694-714. DOI: 10.1177/2096531120969988
• Author (2017). Differentiated instruction: Are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 23(3), ​284-311. DOI: 10.1080/13540602.2016.1204289. (SSCI journal)
• Author (2016). Differentiated instruction: Hong Kong prospective teachers' teaching efficacy and beliefs. ​Teachers and Teaching: Theory and Practice, 22(2), 148-176. DOI:10.1080/13540602.2015.1055435 (SSCI journal)
• 2nd Author (2013). Hong Kong primary teachers' use of differentiated strategies. Journal of Pedagogy and Curriculum, 19(4), 21-30.

Curriculum leadership and teacher development ​

• 1st Author (Accepted). A micro-political exploration of resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover. Educational Management Administration & Leadership, DOI: 10.1177/17411432241269391​ (SSCI journal)
• 3rd Author (Accepted). Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective. Teaching and Teacher Education. DOI: 10.1016/j.tate.2024.104686 (SSCI journal)
• 3rd Author (2023). Unlocking emotional aspects of kindergarten teachers’ professional identity through photovoice. Education Sciences, 13, 342. https://doi.org/10.3390/educsci13040342 (ESCI journal) ​
• ​1st Author (2022). Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers' conceptions of curriculum leadership. Cambridge Journal of Education, 52(1), 91-116. DOI: 10.1080/0305764X.2021.1946484 [OnlineFirst] (SSCI journal)
• 7th Author (2021). Knowledge exchange, intergroup relations and ‘Sharing Space’: a community of enquiry for the professional development of teachers of Religion and Worldview. British Journal of Religious Education, 43(3), 265-277. DOI:  10.1080/01416200.2021.1898933 (SSCI journal)
• 1st Author (2021). "Getting ready to teach": Using Photovoice within a collaborative action research project. Journal of Education for Teaching, 47(1), 125-130. DOI: 10.1080/02607476.2020.1841553 [OnlineFirst] (SSCI journal)
• 1st Author (2020). "Who can support me?”: Studying teacher leadership in a Hong Kong primary school. Educational Management Administration & Leadership, 48(1),133–163. DOI: 10.1177/1741143218792910 (SSCI journal)
• ​1st Author (2018). Teachers’ perception of distributed leadership in Hong Kong primary schools. School Leadership & Management, 38(1), 102-141. DOI: 10.1080/13632434.2017.1371689. (AEI journal)
• 3rd Author (2014). The influence of leadership styles on teacher communication networking in subject teams: a Hong Kong perspective. International Journal of Leadership in Education, 17(1), 40-61. DOI: 10.1080/13603124.2013.778333. (AEI journal)
• 2nd Author (2010). Managing school based curriculum innovations: A Hong Kong case study. Curriculum Journal, 21(3). 313-332. (BEI journal)
• 3rd Author (2010). Distributed curriculum leadership in action: A Hong Kong case study. Educational Management Administration and Leadership, 38(3), May, 286-303. (SSCI journal)
• 3rd Author (2007). Developing curriculum leadership in schools: Hong Kong perspectives. Asia-Pacific Journal of Teacher Education, 35(2), 143-159. (SSCI journal)
• Author (2007). Hong Kong primary school teachers' perceived needs in continuing professional development. The International Journal of Interdisciplinary Social Sciences, 2(2), 103-111.
• 2nd Author (2006). Developing curriculum leadership in a primary school: A Hong Kong case study. Curriculum and Teaching, 21( 2), 61-90. DOI:10.7459/ct/21.2.05. (AEI journal)

Curriculum development and innovation

• 2nd Author (2020). Collective teacher-researcher inquiry: Localizing school-based curriculum development in diversified Hong Kong schooling contexts. Journal of Practitioner Research, 5(2), Article 3. DOI: 10.5038/2379-9951.5.2.1145 Available at: https://scholarcommons.usf.edu/jpr/vol5/iss2/3 [OnlineFirst]
• 2nd Author (2020). Consolidating pre-service teachers’ metacognition of online dialogue through visual methods: A Hong Kong case study. Journal of Education for Teaching, 46(5), 693-696. 
• 1st Author (2012). An exploratory study of teachers' perceptions of international collaboration for knowledge building. Information, Technology and Education Change (ITEC) eJournal, 1. Available online: https://www.semanticscholar.org/paper/An-Exploratory-Study-of-Teachers'-Perceptions-of-Wan-Lam/ddaf19d63cdf89a87c2c7ca9ff31439ec1240a7d#citing-papers.
• 1st Author (2009). Views on the use of Knowledge Forum: Hong Kong primary students' perspectives. International Journal of Learning, 16(8), 23-32.​

Book chapters

• Author (2023). Implementing differentiated instruction amid the COVID-19 pandemic. Scholarly Community Encyclopaedia.  [adapted from https://www.mdpi.com/2227-7102/13/10/989]
• Author (2023). Conclusion: Passion, action, collaboration, and reflection: Imperatives insights for teacher collectives. In M. Impedovo, K. Ferreira-Meyers, & N. Inoue, N. (Eds.), Creating a teacher collective: professional development within the group, the community, and the network (pp. 165-173). Lanham, Maryland: Rowman & Littlefield.
• 3rd Author (2023). Differentiated instruction in practice: Hong Kong teachers’ experience in participating in a professional development program. In V. Letzel & M. Pozas (Eds.), Differentiated instruction around the world: a global inclusive insight (pp. 133-148). New York: Waxmann. DOI: 10.31244/9783830997023
• Author (2019). Differentiated instruction in the Chinese societies. In M. Peters, & R. Heraud (Eds.), Encyclopedia of Educational Innovations. Singapore: Springer Nature. https://doi.org/10.1007/978-981-13-2262-4_3-1
• 2nd Author (2019). Philosophy, critical reflection and the development of leadership in teacher education. In M. Peters (Ed.), Encyclopedia of Teacher Education. Singapore: Springer. https://doi.org/10.1007/978-981-13-1179-6
• Author (2017). Inquiring Hong Kong undergraduate students' environmental attitudes and behaviours. In M. Y. Merrill, Y. Chang, M. S. Islam, P. Burkhardt-Holm, & C. H. Chang (Eds.), Education and Sustainability: Paradigms, Policies and Practices in Asia (pp. 213-231). London: Routledge. 
• Author (2017). Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective. In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.), Search and Research: Teacher Education for Contemporary Contexts (pp. 73-100). Salamanca: Ediciones Universidad de Salamanca.
• 1st Author (2017). "Shared vision? It's not my business!" Hong Kong prospective teachers' perceptions of professional learning communities (PLC). In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.), Search and Research: Teacher Education for Contemporary Contexts (pp. 813-821). Salamanca: Ediciones Universidad de Salamanca.​
• 1st Author (2017). Prospective teachers’ teaching beliefs about differentiated instruction in Hong Kong and Turkey. In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.), Search and Research: Teacher Education for Contemporary Contexts (pp. 823-835). Salamanca: Ediciones Universidad de Salamanca.​
• 2nd Author (2017). “Who can support me?”: Studying teacher leadership in a Hong Kong primary school. In J. J. Mena, A. G. Francisco, J. Garcia-Penalvo, & M. M. del Pozo (Eds.), Search and Research: Teacher Education for Contemporary Contexts (pp. 37-54). Salamanca: Ediciones Universidad de Salamanca.​
• Author (2015). Prospective teachers' readiness for teacher leadership in Hong Kong. In D. Garbett, & A. Ovens (Eds.), Teaching for Tomorrow Today (pp. 330-341). Auckland: Edify Ltd.
• 2nd Author (2015). Exploring Hong Kong secondary teachers' teaching beliefs on differentiated instruction. In D. Garbett, & A. Ovens (Eds.), Teaching for Tomorrow Today (pp. 158-168). Auckland: Edify Ltd.
• Author (2013). Hong Kong teachers’ professional development. In E.H.F. Law & C. Li (Eds.). Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China (pp. 493-508). Rotterdam: SENSE.
• 1st Author (2013). Teachers’ use of differentiation strategies in the Hong Kong classrooms. In E. H. F. Law & C. Li (Eds.), Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China (pp. 291-303). Rotterdam: SENSE.
• 3rd Author (2010). Implementation of a school-based curriculum development project in Hong Kong. In E. H. F. Law & Nieveen, N. (Eds.), Schools as Curriculum Agencies (pp.83-98). Rotterdam: SENSE.
• 2nd Author (2008). Impact of a school-based curriculum leadership innovation upon teachers and pupils: a case study in Hong Kong. In J. C. K. Lee, L. Lo, & L. P. Shiu (Eds), Developing Teachers and Developing Schools in Changing Contexts (pp.177-206). Hong Kong: Chinese University Press.

Proceedings

• 1st Author (2019). Engagement for learners with multiple intelligence with location-based technology. In Gómez Chova, L., López Martínez, A. and Candel Torres, I. (Eds.), Proceedings of The 11th International Conference on Education and New Learning Technologies (pp. 1484–1488), EDULEARN 2019, Palma de Mallorca, Spain, 1–3 July. ISBN: 978-84-09-12031-4.
• Author (2011). "Professional Development Needs of Hong Kong Teachers in Gifted Education". Proceedings of The World Council for Gifted and Talented Children (WCGTC) World Conference 2011, Prague, Czech Republic, 8-12 August 2011.
• 1st Author (2011). "Sparkling and starring students: Antarctica Expedition." Proceedings of The World Council for Gifted and Talented Children (WCGTC) World Conference 2011, Prague, Czech Republic, 8-12 August 2011.
• 1st Author (2011). "Hong Kong Teachers' Concerns about Gifted Education in Schools." Proceedings of The World Council for Gifted and Talented Children (WCGTC) World Conference 2011, Prague, Czech Republic, 8-12 August 2011.
• 1st Author (2010). "Online Knowledge Building Platform: In the Eyes of Knowledge Builders". Proceedings of the Association for Teacher Education in Europe (ATEE) Annual Conference 2010 "Responsibility, Challenge and Support in Teachers' Life-long Professional Development, Budapest, Hungary, 26-30 August 2010.
• 2nd Author (2010). "Students' Voices: Enriching Learning Experiences through M-Learning". Proceedings of The 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2010), Kaohsiung Taiwan, 12-16 April 2010 (pp. 171-176). Los Alamitos: Computer Society Press.

Newsletters

• Author (2012). Learning Environments with Web2.0 Technologies. Newsletter for the ROGCT SIG, AERA Fall 2012, 4.    
  

Working reports

• WWF STEP Interim Report (2013-14)