D
David Watkins
Researcher at University of Hong Kong
Publications - 210
Citations - 8898
David Watkins is an academic researcher from University of Hong Kong. The author has contributed to research in topics: Academic achievement & Higher education. The author has an hindex of 47, co-authored 200 publications receiving 8527 citations. Previous affiliations of David Watkins include UNESCO International Institute for Educational Planning & California State University, Northridge.
Papers
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Book
The Chinese Learner: Cultural, Psychological, and Contextual Influences.
David Watkins,John B. Biggs +1 more
TL;DR: In this article, a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad is presented. But the focus of much of this research is the question, "How can Chinese learners be so successful academically?".
Journal ArticleDOI
The Issue Of Measurement Invariance Revisited
Barbara M. Byrne,David Watkins +1 more
TL;DR: In this article, the equivalence of a well-known measuring instrument across two culturally diverse groups was tested using covariance structures and nonequivalent items to identify possible determinants of their non-invariance.
Journal ArticleDOI
The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme
TL;DR: In this article, a study of the effectiveness of an innovative approach to staff development, the conceptual change approach, which attempts to change teachers'frameworks for conceptualizing teaching and learning is presented.
Book
Teaching the Chinese Learner: Psychological and Pedagogical Perspectives
David Watkins,John B. Biggs +1 more
Journal ArticleDOI
Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong
TL;DR: The authors conducted an interview study with 43 high-school students with the dual aim of exploring the dimensionality of learning and investigating the nature of the relationship between memorization and understanding as experienced by Chinese learners.