• Ku, K. Y. L. (顧依麗), Ho, I. T. (何德芳), Hau, K. T. (侯傑泰) (2010).  Critical thinking training program: Comparison between direct instruction and issue inquiry approaches (批判性思考課程：直接講授法與議題探究法的比較). Education Journal (教育學報(香港)), 38 (1), 61-69. (in Chinese)
• Ni, Y., Li, Q., Cai, J., & Hau, K. T. (2009).  Has curriculum reform made a difference: Looking for change in classroom practice (基礎教育課程改革下的課堂教學實踐變化). Hong Kong: the Chinese University of Hong Kong.
• Ni, Y., Li, Q., Cai, J., & Hau, K. T. (2007).  An investigation of student learning outcomes in light of accomplishments and problems of mathematics curriculum reform (學生數學成就透視基礎教育改革的成效和問題). Hong Kong: the Chinese University of Hong Kong.
• Hau, K. T. (2005).  Is small class teaching cost effective? – subjective impression and objective evidence(小班是否物有所值？ ── 主觀感覺與客觀理據).  Journal of Basic Education(基礎教育學報), 14 (2), 57-66.
• Hau, K. T. (2005).  Hong Kong and Taiwan educational reform: Similarities and differences in objectives and strategies .(香港與台灣的教育改革：目標及策略的異同).  New Waves: Educational Research and Development, 10(3), 16-20
• Wen, Z.-L. (溫忠麟), Hau, K. T.(侯杰泰) (2004).  Comparison and evaluation of different methods for analyzing interaction effects between latent variables(隱變量交互效應分析方法的比較與評價).  Application of Statistics and Management (數理統計與管理), 23(3), 37-42.
• Hau, K. T. (2002).  Feasibility of web-based Computerized Adaptive Tests (CAT) in Primary School Mathematics.  (Report submitted for a Education Department commissioned project)
• Hau, K. T. (2001).  Judicial review of sexual discrimination in Hong Kong secondary school place allocation: Legal, educational and psychometrical debates. Hong Kong Journal of Social Sciences, 20, 57-85.
• Hau, K. T. (2001).  New educational assessment services to monitor the educational system and to help teaching.  In Leung S. W. (Ed.), Assessment and Mathematics Education (pp.46-53).  Hong Kong: Faculty of Education, The Chinese University of Hong Kong.
• Cheng, Z. J., & Hau, K. T. (2000).  Implicit theories of academic subjects: Generality and age-related differences.  Psychological Science, 23(2), 146-150.
• Chang, L. (張雷), Yang, Z. (楊志明), Hau, K.T. (侯傑泰), Ho, W. K. (何偉傑), Lam, K. P. (林建平), Wang, Y. (王渝光) (2000).  Setting minimum competence Putonghua standard for Hong Kong Putonghua speakers (香港人普通話水平合格標準的釐定).  Educational Research Journal(教育研究學報(香港)), 15(2), 301-316. (in Chinese)
• Hau, K. T. (2000).  Chinese, English and Mathematics Minimum Competency Standards for Primary and Secondary School Students in Hong Kong.  (Report submitted for a commissioned project).
• Cheng, Z. J., & Hau, K. T. (2000).  Preschool mathematics teaching and children’s intellectual development: A longitudinal study.  Curriculum Studies, 27-28(3-4), 63-66.
• Hau, K. T. (侯傑泰), & Cheng, Z. J. (成子娟) (1999).  Application and analytical strategies of structural equation modeling (結構方程式模型的應用及分析策略).  Exploration of Psychology(心理學探新), 19(1), 54-59. (in Chinese)
• Hau, K. T. (1999). How “not” to assess project report.  TOC Newsletter, 5, 3-7 (Hong Kong: Hong Kong Education Department).
• Wong, H. W., Lee, C. K., Hau, K. T., Ni, Y. J., Hon, H. S., Hui, K. F., & Tsui, C. C. (1997). The 9-year compulsory education:  Aims, objectives, and implementation.  Education Department:  Hong Kong.
• Kong, C. K.(江哲光) & Hau, K. T. (侯傑泰) (1997).  Issues and misconceptions in using structural equation modeling (應用結構方程模式之問題和謬誤).  Education Journal(教育學報(香港)), 25(1), 45-60. (in Chinese)
• Hau, K. T. (1997).  To avoid jumping from the fire pan into fire: Recommendations on assessing primary students’ academic ability. Occasional Paper Number 12.  Hong Kong: Hong Kong Institute of Educational Research, The Chinese University of Hong Kong.
• Hau, K. T. (1997).  Outcome indicators in assessing good quality schools: Many problems but a few solution.  Occasional Paper Number 5.  Hong Kong: Hong Kong Institute of Educational Research, The Chinese University of Hong Kong.
• Cheng, Z. J., Hau, K. T., & Chung, C. M. (1997).  Primary school students’ intellectural factors, non-intellectural factors and academic performance.  Psychological Science, 20(6), 514-518, 529.
• Hau, K. T. (侯傑泰), Ip, M. H. (葉明浩), & Cheng, Z. J. (成子娟) (1996).  Target oriented curriculum and inter-school comparison (目標為本課程與跨校比較).  Education Journal(教育學報(香港)), 24(2), 1-13. (in Chinese)
• Hau, K. T., Chung, C. M., Lin, W. Y. (1996).  Issues in fitting and a comparison of common indexes in structural equation modeling.    In Transactions of C. Wong Education Foundation Supported Lectures, Volume 13 (pp.157-166).  Shanghai, China: K.C. Wong Education Foundation.  (a collection of public lectures, refereed)
• Hau, K. T. (侯傑泰), Cheng, Z. J. (成子娟), & Chung, C. M (鐘財文). (1996).  The concept of goodness of fit and a comparison of fit indexes in structural equation modeling (結構方程式之擬合優概念及常用指數之比較).  Educational Research Journal(教育研究學報(香港)), 11, 73-81. (in Chinese)
• Cheng, Z. J. (成子娟), & Hau, K. T. (侯傑泰) (1996).  An analysis of preschool mathematics teaching in China and Hong Kong — Implications from an innovation in curriculum (中、港學前數學教學的問題分析 ─ 從一項教學改革中獲得的啟示).  Journal of Primary Education(初等教育學報(香港)), 6(1,2), 137-142. (in Chinese)
• Lin, W. Y. (林文鶯), & Hau, K. T. (侯傑泰) (1995).  Structural equation modeling: Model equivalency and respecification (結構方程分析——–模式之等同及修正).  Educational Journal(教育學報(香港)), 23, 147-162. (in Chinese)
• Hau, K. T. & Cheung, K. P. (1995).  Chinese students’ academic orientation: Characteristics and cultural factors.  In P. K. Siu & P.T.-K. Tam (Eds.), Quality in Education: Insights from different perspectives.  Hong Kong: Hong Kong Educational Research Association. (in Chinese)
• Hau, K. T. (1995).  Dubious benefits of exposure to a British environment on Hong Kong teachers’ English Ability: Comment on Dolan (1994).  Hong Kong Educational Research Journal, 10, 94-98.
• Hau, K. T. (1995).  Reliability and dimensionality: Scales with high alpha coefficients are not necessarily unidimensional (信度與度向性：高alpha量表不一定是單度向).  Educational Journal(教育學報(香港)), 23, 135-146.
• Hau, K. T. (侯傑泰), & Chung, C. M. (鐘財文) (1994).  Multi-level analysis: Why and how? (多層分析：為何需要及如何處理).  Educational Journal(教育學報(香港)), 22, 337-344.(in Chinese)
• Hau, K. T. (1994).  Adolescent suicide clusters (1991-?): Possible causes and misconceptions.  Bulletin of the Hong Kong Psychological Society, 32, 84-95.
• Hau, K. T. (1994).  Structural equation modeling: Why and how to construct latent construct (為何需要結構方程模式及如何建立潛伏變項).  Hong Kong Educational Research Journal(教育研究學報(香港)), 9, 87-92.。(1994)。  (in Chinese)
• Hau, K. T. (1992).  Characteristics and Counseling of Adolescent Suicides (青少年自殺的特徵與輔導). Journal of Mental Health Club (2), 24-26. (in Chinese)
• Hau, K. T. (侯傑泰), Kong, C. K. (江哲光), & Wong, D. P. (王定鵬) (1992).  Teachers’ evaluative feedback on students’ perception of own effort and ability (教師回饋與學生自評能力及努力).  Educational Research Journal(教育研究學報(香港)), 7, 93-97. (in Chinese)
• Chan, Y. M. B., Cheng, Y. C., & Hau, K. T. (1991).  A technical report on the principal-teacher relationship research project. 20th Anniversary Publication of Hong Kong Subsidized Secondary School, 43-64. Hong Kong: Hong Kong Subsidized Secondary School Council.
• Hau, K. T. (侯傑泰), Tang, M.S. (鄧薇先), Cheung, C. H. (張志鴻), & Chow, P. Y. (鄒秉恩) (1991).  The attributional information values of teachers’ praise and blame (教師稱讚或責罵對小學生的訊息意義). Primary Education (基礎教育學報), 1(1), 37-46. (in Chinese)
• Hau, K. T. (1991).  Suicides in Hong Kong in the 1970’s and 1980’s (香港於1970及1980年代的自殺個案).  Hong Kong: Samaritan Befrienders Hong Kong.  (in Chinese)
• Hau, K. T. (侯傑泰), Tang, M. S. (鄧薇先), Fung, K. C. (馮家正), & Cheung, C. H. (張志鴻) (1990). The concept of Intelligence of Hong Kong Primary School Students (香港小學生對智力的概念).  Educational Research Journal(教育研究學報(香港)), 5, 113-117. (in Chinese)
• Hau, K. T. (1990).  Using SPSS on PC: Notes for SPSS-X users.  PC News (CUHK, Computer Service Centre), 4(2), 15-17.
• Hau, K. T. (1990).  Statistical packages on personal computers for educational research: Advantages and limitations.  Educational Journal(教育學報(香港)), 18(2), 173-178.
• Hau, K. T. (1989).  Meaning of Individual Causes in Academic Achievement (個別學業成績的歸因含義), Education Journal(教育學報(香港)), 17(2), 148-153. (in Chinese)
• Hau, K. T. (1989).  Suicide in Hong Kong: 1971-1987, Samaritan Befrienders Hong Kong Annual Report 1988, pp.26-32. (in Chinese and English)
• Hau, K. T. (1989).  Academic Causal Attributions and Achievement Goals of Hong Kong Primary School Students (香港小學生的學業成績歸因及成就目標), Educational Research Journal(教育研究學報(香港)), 4, 69-76. (in Chinese)
• Hau, K. T. (1989).  Measurement of the Causes for Success and Failure in Attribution Studies (如何在歸因研究中量度成功及失敗的原因), Education Journal(教育學報(香港)), 17(1), 11-16. (in Chinese)
• Hau, K. T. (1988).  Making Cosmetics in the School Laboratory, Hong Kong Science Teachers Journal, 16(2), 256-261.
• Hau, K. T. (1988).  Attribution of Examination Result of Hong Kong Primary School Students (香港小學生對考試成績的歸因), Education Journal(教育學報(香港)), 16(2), 127-134. (in Chinese)
• Lew, J. F. (呂俊甫) & Hau, K. T. (侯傑泰) (1987).  Traits and dimensions of personality in Hong Kong: Chinese Intellectuals in Hong Kong (香港的中國知識份子的性格特徵與度向).  Educational Research Journal(教育研究學報(香港)), 2, 6-12.
• Hau, K. T. (1986).  Piagetian Tests — A critical review(皮亞傑智性測驗:一個批判性的回顧).  Education Journal(教育學報(香港)), 14(1), 23-29.  (in Chinese)
• Hau, K. T. (1985).  Computer-assisted instruction — Some unresolved psychological and social problems (電腦輔助教學).  Education Journal(教育學報(香港)), 13(2), 21-26. (in Chinese)
• Hau, K. T. (1985).  Adolescents’ suicidal behaviour and its remedy (青少年的自殺行為及其補救的輔導方法).  Education Journal(教育學報(香港)), 13, 28-36. (in Chinese)
• Hau, K. T. (1984).  Professional examinations and self-study.  Hong Kong: Samaritan Befrienders Hong Kong. (in Chinese/English)

Hau, K. T.  (1984).  Rates of chemical reactions: A lecture demonstration.  Hong Kong Science Teachers Journal, 12(1), 113-114.