Ming Fai Pang

1.9k total citations
29 papers, 1.2k citations indexed

About

Ming Fai Pang is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Ming Fai Pang has authored 29 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Ming Fai Pang's work include Mathematics Education and Teaching Techniques (10 papers), Evaluation of Teaching Practices (8 papers) and Innovative Teaching and Learning Methods (7 papers). Ming Fai Pang is often cited by papers focused on Mathematics Education and Teaching Techniques (10 papers), Evaluation of Teaching Practices (8 papers) and Innovative Teaching and Learning Methods (7 papers). Ming Fai Pang collaborates with scholars based in Hong Kong, Sweden and China. Ming Fai Pang's co-authors include Ference Marton, Wing Wah Ki, Jianpeng Guo, Carol K. K. Chan, Duncan Fraser, Cedric Linder, Ulla Runesson, Yi Ding, Clarence Maybee and Siu‐Kit Lau and has published in prestigious journals such as Educational Psychology Review, Journal of the Learning Sciences and Higher Education Research & Development.

In The Last Decade

Ming Fai Pang

28 papers receiving 1.0k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Ming Fai Pang Hong Kong 15 944 336 141 86 82 29 1.2k
Mun Ling Lo Hong Kong 4 663 0.7× 279 0.8× 89 0.6× 32 0.4× 42 0.5× 5 876
Hilary Hollingsworth Australia 11 1.6k 1.6× 420 1.3× 159 1.1× 124 1.4× 35 0.4× 22 1.8k
Francesca M. Forzani United States 7 1.4k 1.5× 364 1.1× 309 2.2× 82 1.0× 37 0.5× 8 1.6k
Jeremy Hodgen United Kingdom 20 1.0k 1.1× 181 0.5× 190 1.3× 94 1.1× 92 1.1× 82 1.2k
Drew Polly United States 24 1.3k 1.4× 246 0.7× 134 1.0× 77 0.9× 42 0.5× 121 1.6k
Jennifer Berne United States 8 1.0k 1.1× 335 1.0× 134 1.0× 89 1.0× 24 0.3× 13 1.2k
Beth A. Scarloss United States 6 886 0.9× 334 1.0× 91 0.6× 103 1.2× 29 0.4× 8 1.1k
Indigo Esmonde Canada 14 833 0.9× 350 1.0× 173 1.2× 27 0.3× 69 0.8× 32 1.1k
Marsha Ing United States 18 1.5k 1.6× 534 1.6× 104 0.7× 84 1.0× 130 1.6× 49 1.8k
Victoria Hand United States 12 1.1k 1.2× 369 1.1× 308 2.2× 42 0.5× 73 0.9× 19 1.4k

Countries citing papers authored by Ming Fai Pang

Since Specialization
Citations

This map shows the geographic impact of Ming Fai Pang's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ming Fai Pang with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ming Fai Pang more than expected).

Fields of papers citing papers by Ming Fai Pang

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ming Fai Pang. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ming Fai Pang. The network helps show where Ming Fai Pang may publish in the future.

Co-authorship network of co-authors of Ming Fai Pang

This figure shows the co-authorship network connecting the top 25 collaborators of Ming Fai Pang. A scholar is included among the top collaborators of Ming Fai Pang based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ming Fai Pang. Ming Fai Pang is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Pang, Ming Fai & Wing Wah Ki. (2024). Sustaining learning study: perspectives of the curriculum leaders. International Journal for Lesson and Learning Studies. 13(2). 130–142. 1 indexed citations
2.
Kaiser, Tim, et al.. (2021). Using the ‘Test of Economic Competence’ with secondary school students in Hong Kong: Results and psychometric properties. RePEc: Research Papers in Economics.
3.
Lau, Siu‐Kit, et al.. (2021). Visual Instruction to Enhance Teaching of Technical Subject to Design Students. International Journal of Art & Design Education. 40(1). 165–183. 8 indexed citations
4.
5.
Lau, Siu‐Kit, et al.. (2020). Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class. The Asia-Pacific Education Researcher. 30(5). 375–394. 7 indexed citations
6.
Pang, Ming Fai. (2019). Enhancing the generative learning of young people in the domain of financial literacy through learning study. International Journal for Lesson and Learning Studies. 8(3). 170–182. 6 indexed citations
7.
Pang, Ming Fai, et al.. (2019). A study of variation theory to enhance students’ genre awareness and learning of genre features. International Journal for Lesson and Learning Studies. 8(3). 183–195. 4 indexed citations
8.
Maybee, Clarence, Christine Bruce, Mandy Lupton, & Ming Fai Pang. (2018). Informed learning design: teaching and learning through engagement with information. Higher Education Research & Development. 38(3). 579–593. 14 indexed citations
9.
Pang, Ming Fai & Ference Marton. (2017). Chinese lesson study, Learning study and keys to learning. International Journal for Lesson and Learning Studies. 6(4). 336–347. 14 indexed citations
10.
Jackson, Liz, Ming Fai Pang, Emma Brown, et al.. (2016). Environmental attitudes and behaviors among secondary students in Hong Kong. The HKU Scholars Hub (University of Hong Kong). 18(2). 70–80. 13 indexed citations
11.
Pang, Ming Fai, et al.. (2015). In-school parent education: new arguments for an old proposition. Learning Research and Practice. 1(2). 122–132. 2 indexed citations
12.
Pang, Ming Fai & Ference Marton. (2013). Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded. Instructional Science. 41(6). 1065–1082. 26 indexed citations
13.
14.
Guo, Jianpeng, et al.. (2012). Learning from Comparing Multiple Examples: On the Dilemma of “Similar” or “Different”. Educational Psychology Review. 24(2). 251–269. 22 indexed citations
15.
Guo, Jianpeng & Ming Fai Pang. (2011). Learning a mathematical concept from comparing examples: the importance of variation and prior knowledge. European Journal of Psychology of Education. 26(4). 495–525. 23 indexed citations
16.
Pang, Ming Fai & Ference Marton. (2007). On the Paradox of Pedagogy: the relative contribution of teachers and learners to learning. 11 indexed citations
17.
Pang, Ming Fai, Cedric Linder, & Duncan Fraser. (2006). Beyond Lesson Studies and Design Experiments – Using Theoretical Tools in Practice and Finding Out How They Work. International Review of Economics Education. 5(1). 28–45. 36 indexed citations
18.
Pang, Ming Fai, et al.. (2006). Patterns of Variation in Teaching the Colour of Light to Primary 3 Students. Instructional Science. 34(1). 1–19. 52 indexed citations
19.
Pang, Ming Fai & Ference Marton. (2003). Beyond ``lesson study'': Comparing two ways of facilitating the grasp of some economic concepts. Instructional Science. 31(3). 175–194. 160 indexed citations
20.
Pang, Ming Fai. (2003). Two Faces of Variation: On continuity in the phenomenographic movement. Scandinavian Journal of Educational Research. 47(2). 145–156. 167 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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