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This book draws upon empirical, conceptual and theoretical evidence from a variety of studies on student and teacher well-being in Asian contexts. It examines the mental health and well-being of students and teachers, how these are shaped by possible drivers, and what the consequences are across different developmental stages at different educational sectors. It advances our understanding of how uniquely Asian culture and educational systems affect student and teacher mental health and well-being, in the context of globalized influences and the impact of western theories. This edited volume assists researchers, educators, and practitioners in including aspects of well-being into research and practice.
Über den Autor / die Autorin
Professor John Chi-Kin Lee, is President and Chair Professor of Curriculum and Instruction at the Education University of Hong Kong (EdUHK). His research interests focus on curriculum and instruction, geographical and environmental education, and school improvement. He is active in leading and securing education research and development projects and has a solid track record in securing external grants. He is also Co-Editor of the Routledge Series on Life and Values Education, and the Springer series on Education for Sustainability and Curriculum and School Development in Asia. Professor Lee is a prolific scholar who has edited and written more than 25 books, and published over 100 journal articles and book chapters. Professor Lee was named among the top 2% most-cited scientists in the world in terms of career-long impact, in the latest list released by Stanford University.
Professor Lee has served as Changjiang Scholar Chair Professor conferred by the Ministry of Education of the People's Republic of China and The Southeast Asian Ministers of Education Organization (SEAMEO) Research Fellow. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning as well as Director of the Academy for Educational Development and Innovation (AEDI) and Academy for Applied Policy Studies and Education Futures at EdUHK.
Professor Chen's research focuses on school leader development. She is particularly interested in professional literacy, well-being, flow, and resilience of school principals and middle leaders. Professor Chen has developed four conceptual models and eight instruments. Her scientific contribution to the fields has been recognised by the international community. Professor Chen was invited as the UNESCO Global Education Monitoring Report Expert Group Member 2024 for the theme of ‘Leadership in Education’ and the reviewer for the UNESCO country profile (Mainland China) and regional profile (Hong Kong). The framework on teacher leadership developed by Prof Chen was recommended by the UNESCO Global Education Monitoring Report 2024 for international adoption. Moreover, she was also ranked among the top 2% of the world’s most-cited scientists in education since 2021 and the top 1% of the world’s most-cited scientists in education since 2024, according to lists compiled by Stanford University.
Zusammenfassung
This book draws upon empirical, conceptual and theoretical evidence from a variety of studies on student and teacher well-being in Asian contexts. It examines the mental health and well-being of students and teachers, how these are shaped by possible drivers, and what the consequences are across different developmental stages at different educational sectors. It advances our understanding of how uniquely Asian culture and educational systems affect student and teacher mental health and well-being, in the context of globalized influences and the impact of western theories. This edited volume assists researchers, educators, and practitioners in including aspects of well-being into research and practice.
