Professor Alex Yeung - Institute for Positive Psychology & Education (Faculty of Health Sciences)
Fully accredited supervisor - Can supervise as principal supervisor
Professor Alexander Yeung is Deputy Director of IPPE and the Program Director for IPPEa??s Positive Education research program. He is an internationally acclaimed expert in educational research who has demonstrated expertise in quantitative and qualitative methods, and is widely published in the most prestigious journals in education studies and educational psychology. He has a strong track record of effectively and successfully conducting large-scale longitudinal research with mixed-method approaches. He has published 7 books, 15 chapters in edited books, 84 refereed journal articles, and presented over 144 papers at international conferences, and his publications are well cited. He is a registered teacher, a registered psychologist, a professional translator, a linguist, an international coach and referee in volleyball, and an educational researcher. In teaching, he has taught in various educational settings from preschool to tertiary levels, including higher degree research programs, high schools, associate degree programs, teacher education institutions, childrena??s play groups, adult education programs, and a police cadet training school. He has taught a wide range of school subjects such as English as a second language, science, physical education, and art. He has taught over 2000 students in teacher education, including more than 100 school principals, and has supervised over 10 Ph.D. students.
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- Keeping Pace: A Critical Longitudinal Analysis of the Psychosocial Determinants of Seeding Success in Educating Home Grown Doctors for Regional Communities (PhD) (Principal Supervisor)
Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. , in American Educational Research Journal, 37, 1001-1026.
Where is the hierarchy of academic self-concept?, in Journal of Educational Psychology, 92, 556-567.
Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. , in American Educational Research Journal, 35, 705-738.
Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. , in Contemporary Educational Psychology, 23, 1-21.
Professor Yeung has a diversity of skills and expertise in various curriculum areas and has served as designer, administrator, assessor, and consultant in various educational programs and research projects. His specialisations include self-concept, motivation, cognition and instruction, pedagogies, and evaluation of interventions.