Cheng Yong Tan

Cheng Yong Tan
The University of Hong Kong | HKU · Faculty of Education

PhD

About

51
Publications
38,049
Reads
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684
Citations
Citations since 2016
40 Research Items
644 Citations
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Introduction
My research program critically investigates how different sources of influence give rise to educational inequality and other complex issues that require comprehensive educational solutions in the form of educational policy, leadership and practice. It adopts an ecological perspective encompassing three strands involving sociocultural, home, and school factors to unravel this complexity.
Additional affiliations
August 2013 - present
The University of Hong Kong
Position
  • Professor (Assistant)

Publications

Publications (51)
Article
Full-text available
The present study challenges the assumption that equipping students with positive learning attitudes and beliefs can compensate for socioeconomic status (SES) effects on students' academic achievement. It unravels the association between SES and students' achievement by examining direct and indirect SES influences (via students' science attitudes a...
Chapter
Full-text available
Until 1997, the education system in Hong Kong had very clear separation between special and mainstream education, with almost all students with special educational needs being placed in special schools or special classes. The first step toward inclusive education came in 1997 in the form of a pilot project to increase “integration” of students with...
Article
Full-text available
Contextualized in the debate on the (mis)use of habitus in educational research, the present study addresses two research questions: (a) What are the different functions that habitus (i.e., the dispositions underpinning cultural capital that are accumulated through socialization and that guide individuals' daily practices) serves in students' educa...
Article
Full-text available
Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 surve...
Article
Full-text available
Decades of research have been conducted on the factors [i.e. family socioeconomic status (SES), urban–rural divide (household registration) and high‐school type] associated with higher education selection. However, few studies have disentangled the relationship between each factor and the mechanisms of inequality among these factors in higher educa...
Conference Paper
Full-text available
Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent...
Article
Full-text available
The present study examines how Singapore school leadership is influenced by different cultural values. It employed a systematic review of 72 studies on Singapore school leadership published 2000–2021. Results showed that collectivistic values engendered moral leadership responsibilities while power distance and other Asian values eventuated in the...
Article
Full-text available
The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was smal...
Chapter
Full-text available
This chapter examines the complex ways in which political, economic, cultural and moral foundations shape pervasive conceptions and practices of educational leadership in Singapore. It argues that school leadership reflects fundamental socio-political values that underpin Singaporean governance: these core values are built on three pillars – the de...
Article
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This paper has two purposes: first, to investigate centre-periphery, and within-school relationships and processes by which Vietnam schools undertake system reform implementation; second, to develop the explanatory power and complementarity of two theories – complex adaptive system theory and loose-tight coupling. Main findings - schools’ internal...
Article
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The present study addresses the question of whether school leadership matters. It employs second-order meta-analysis to synthesise results from 12 first-order meta-analyses examining school leadership effects published 2003-2019. These meta-analyses collectively examined 512 primary studies published across four decades (1978-2019). Results showed...
Article
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The knowledge base on various forms of structuring students’ learning by ability grouping is more robust than that on teachers’ instructional practices being implemented within these groupings. The present study examines if student-reported mathematics teachers’ instructional practices vary among schools with different degrees of implementing betwe...
Article
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This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in relation...
Article
Full-text available
Classroom discussions represent a common learning activity for students in schools. The prevailing discourse has focused on how to encourage as many students as possible to participate actively in classroom discussions with the assumption that only vocal students are engaged learners. The present essay critically challenges this position by drawing...
Article
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Research has demonstrated that parental autonomy-support and control are two related but distinct factors. However, little research has investigated the different levels of parental autonomy-support (versus control) and the effects of these differences on student outcomes. This study addresses these gaps by identifying a typology of parents who var...
Article
Classroom discussions represent a common learning activity for students in schools. The prevailing discourse has focused on how to encourage as many students as possible to participate actively in classroom discussions with the assumption that only vocal students are engaged learners. The present essay critically challenges this position by drawing...
Chapter
Full-text available
This chapter argues for a refined understanding and appreciation of the conceptual richness of the cultural capital construct. To this end, it elaborates on the complexity of the construct and its inextricable association with social fields. The construct sophistication of cultural capital is evident in its properties, namely being present in three...
Chapter
This chapter reviews the published literature examining PISA data to derive three key insights on how cultural capital contributes to students’ academic achievement. The first insight provides support for the argument that cultural capital is a complex construct that can be measured using different indicators, that manifests in myriad ways in diffe...
Chapter
Full-text available
This chapter highlights the immense research possibilities for cultural capital researchers to use PISA data to examine the relationships between cultural capital and students’ academic achievement. It recognizes the burgeoning trend of sociologists to employ quantitative methods and analyze data from international large-scale assessments in their...
Chapter
This chapter complements the previous chapter by demonstrating other nuances of cultural capital. It continues the review of the extant literature where researchers have taken advantage of the rich data on cultural capital and students’ academic achievement in PISA datasets to examine research questions pertaining to how different aspects of cultur...
Chapter
This concluding chapter synthesizes the materials presented in the preceding chapters (Chaps. 10.1007/978-981-15-4491-0_1–10.1007/978-981-15-4491-0_5) and summarizes the key contributions of the book to theoretical developments in cultural capital theory. It juxtaposes these findings with the set of research questions that are presented in the intr...
Book
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This book focuses on the relationship between cultural capital and student achievement. It fills the gap in the literature on large-scale quantitative studies of the effects of cultural capital. In particular, the review of empirical evidence presented, especially that from studies analyzing large-scale, international data from the Programme for In...
Article
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Objective: The present study critically evaluates the assumption that parental involvement benefits students’ achievement regardless of their socioeconomic status (SES). Design: A meta-analysis of 98 studies published 2000-2017 examines if patterns of associations between 11 specific parental involvement variables and the academic achievement of...
Article
Full-text available
The present study challenges the assumption that cultural capital benefits students’ academic achievement regardless of their educational stages. Meta-analytic results from 105 studies published 2000-2017 indicated that nine cultural capital variables (e.g., home educational resources, maternal and paternal education, parental expectations, cultura...
Article
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The present study examines if higher socioeconomic status (SES) parents are more involved in their children’s education, and if greater involvement is associated with better student science achievement in Hong Kong (N = 5,353). Results showed that (a) there were three latent classes characterized by different patterns of parental involvement; (b) t...
Article
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This study critically examines if digital divides, comprising access to and use of information technology (IT) in two spheres (schools and at home), affect student achievement in Confucian heritage cultures (CHCs). The sample comprised 38,158 students from 1030 schools in seven CHCs who participated in Program for International Student Assessment (...
Article
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The present study explored the relationships between student engagement and mathematics achievement for 295,416 15‐year‐old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students’ mathematics interest (InterestMath) and pe...
Article
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This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes (e...
Article
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The present study compared the contribution of familial cultural capital to the reading achievement of 116,508 15-year-old students who participated in PISA 2012 in six Confucian heritage cultures (CHCs) and nine non-CHCs with comparable educational and economic development. The different states of cultural capital examined comprised institutionali...
Article
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This meta-analysis summarized the relationships between cultural capital and student achievement (155 effect sizes involving 685,393 K-12 students) published in education journals between 1981 and 2015. Results showed a small-to-medium overall mean effect size, and larger individual effect sizes for parental education and parental expectations comp...
Article
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The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars hav...
Article
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The present study reviewed quantitative empirical studies examining the relationship between cultural capital and student achievement. Results showed that researchers had conceptualized and measured cultural capital in different ways. It is argued that the more holistic understanding of the construct beyond highbrow cultural consumption must be bal...
Article
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The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after c...
Article
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The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beli...
Article
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The present study examined indirect effects of principal leadership on the mathematics achievement of 254,475 15-year-old students from 10,313 schools in 32 OECD economies. Results showed that the students could be divided into three categories (Disadvantaged, Average, and Privileged) differing in levels of student SES and prior achievement, parent...
Article
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International comparative data on student performance has led McKinsey&Company, among others, to suggest that education systems will inexorably converge in their developmental trajectories with principals and schools enjoying more autonomy. This article challenges these assumptions through referencing Singapore where schools and professionals are s...
Article
The present study addresses the issue of how different forms of cultural capital may influence children's mathematics achievement in economies with different socioeconomic gradients. Data from 73,178 parent–child dyads from 10 economies with different socioeconomic gradients who participated in the Programme for International Student Assessment (PI...
Article
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This article analyses the paradox inherent in the 'top-performing' yet tightly controlled Singapore education system. As government controls have increased in complexity, existing policymaking conceptual heuristics in accounting for centre-periphery relationships appear inadequate. It argues that more direct government control is being replaced by...
Article
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The present study examines from the contingency opportunities perspective the influence of contextual factors on principals’ learning-centered leadership using HLM. Participants were 18,641 school principals from 73 jurisdictions who participated in the Programme for International Student Assessment (PISA) 2009. Results showed that principals were...
Chapter
This chapter analyses the place of religion across the landscape of Singapore school curricula, leadership and policy making. In so doing, it first provides a social, political, economic and demographic context to Singapore as a small multi-ethnic, multi-faith island republic. Its strongly authoritarian and secular government prioritizes the twin g...
Article
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This paper analyses the perceived organisational legitimacy of the Singapore Ministry of Education (MOE) in preparing the population for work in the knowledge-based economy (KBE). It is argued that challenges to MOE’s legitimacy are emerging with ramifications that are difficult to ignore. These challenges relate to equipping the population with KB...
Article
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This article is a theoretical discussion on five forms of cultural resources that constitute cultural capital for children in the meritocratic yet stratified society of Singapore. These five forms of cultural capital are namely ‘academic’ tastes and leisure preferences, use of Standard English, access to and dispositions toward information communic...
Article
Purpose While Singapore's outstanding educational achievements are well known worldwide, there is a disproportionate paucity of literature on school leadership practices that contribute to and support pedagogical initiatives that – along with socio‐cultural factors – are normally considered responsible for its educational success. The aim of this p...
Article
Full-text available
This study examines the factor structure of Asian child-reported parenting from a Rasch perspective. Participants comprised 291 sixth graders (11 to 13 years) in Singapore. Six different aspects of parenting were measured, namely warmth, rejection, structure, chaos, autonomy support, and coercion. Rasch Analysis was used to transform ordinal data i...
Article
Although the literature is replete with prescriptions of instructional leadership for school leaders, this article argues that current understanding of the concept is inadequate when considered against burgeoning educational imperatives. Indeed, schools are increasingly expected to customise their instructional offerings to address student needs, e...

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Projects

Projects (3)
Project
This book focuses on the relationship between cultural capital and student achievement by presenting an overview of the corpus of studies in the field, examining the effects of specific forms of cultural capital on student achievement in research, and highlighting the differential effects of cultural capital on student achievement in different societal contexts.
Project
The study endeavors to clarify the relationships between school leadership practices and student learning outcomes and disseminate the leadership recommendations to school leaders and leadership professional developers.