Frances Lee

Official Title: Associate Professor | Programme Coordinator for the Postgraduate Diploma in Education | Director of the Teacher's Professional Development Centre

Faculty: School of Education

Email: frances.mui@usj.edu.mo

Short Bio

Dr. Lee has earned a PhD degree in Education in 2002. Her research has centered on how self-concept, motivation and other socio-cultural practices can influence and enhance children’s psychological development. Dr. Lee has published several papers exploring these topics from different perspectives and am currently working on consolidating this work and developing it into a book project.

Because of her expertise, Dr. Lee has been invited to provide consultation and training for a number of groups and schools, worked with the community to advocate the needs of children. She has also been approached by the media to share viewpoints and experience on issues related to parenting, child development and special needs education.

Publications

§ Lee, F.L.M., Barker, K., Tracey, D. & Yeung, A, S. (2017). Towards inclusion in early childhood education: Personal and environmental factors associated with teachers’ resistance. Focus on Early Childhood Education. NY: Nova Science Publishers.

§ Yeung, A.S., Han, F & Lee, F.L.M. (2016). Reciprocal relations between Chinese students’ beliefs of competence, effort goal, and academic achievement. In: King R., Bernardo A. (eds) The Psychology of Asian Learners. Springer, Singapore.

§ Lee, F. L. M, Yeung, A. S., Tracey, D., Barker, K. (2015). Inclusion of children with special needs in early childhood education: What teacher characteristics matter? Topics in Early Childhood Special Education. 35(2), ,79-88.

§ Lee, F. L. M, Yeung, A. S., Tracey, D., Barker, K. Fan, J. C. M. (2015). Special education teachers of children with intellectual and developmental disabilities, and teachers in inclusive and regular classrooms – differential views toward inclusive education. In R. G. Craven, A. Morin, P. Parker, & D. Tracey (Eds.), International advances in education: Global initiatives for equity and social justice, 9, (pp. 249-272). Charlotte, NC: Information Age Publishing.

§ Lee, F. L. M, Yeung, A. S., Barker, K., Tracey, D., Fan, J. C. M. (2015). Teachers’ perceptions of factors for successful inclusive early childhood. Australasian Journal of Special Education. 1(2),1-16.

§ Lee, F. L. M, Tracey, D., Barker, K. Fan, J. C. M., Yeung, A. S. (2014). What predicts teachers’ acceptance of students with special educational needs in kindergarten? Australian Journal of Educational Developmental Psychology. 14, 60-70.

§ Lee, F.L.M., Yeung, A.S., Low, R., & Jin, P. (2012). Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model. Journal for the education of the gifted, 23(3):343-367.

§ Yeung, A.S., Liu, W.P., Lee, F.L.M., Wu, J. Dai, J., & Wu, H. (2009). Motivation of high and low achievers in China over time. In P.A. Towndrow, et al. (Eds.) Motivation and Practice for the Classroom (pp.103-125). Sense Publisher, Rotterdam, The Netherlands.

§ Lee J.C.K., Lee F.L.M., & H.W. Wong. (2003). Development of a classroom environment scale in Hong Kong. Educational Research and Evaluation, 9, 317-344.

§ Lee, F.L.M., Yeung, A.S., Low, R., & Jin, P. (2000). Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model to students in a selective school in China. Journal for Education of Gifted and Talented, 23, 343-367.

§ Yeung, A. S., & Lee, F. L.M. (1999). Self-Concept of high school students in China: Confirmatory Factor Analysis of longitudinal data. Educational and Psychological Measurement, 59 (3), 431-50.

§ 李麗梅（2013）。《天下無不可教的孩子》。香港：皇冠叢書。