Dr Kaili Zhang

  • Lecturer in Curriculum and Assessment (School of Education)

email: Kaili.Zhang@glasgow.ac.uk

School of Education, University of Glasgow, Glasgow G3 6NH, UK

Import to contacts

ORCID iDhttps://orcid.org/0000-0003-2122-5527

Biography

Dr. Kaili has been a researcher and consultant in the education sector for more than 20 years. She has worked with diverse populations across multiple countries. Kaili has a broad background in teacher education and educational psychology, with specific training and expertise in early years curriculum, early interventions and assessment, and issues of diversity and ability, including studies involving Steiner, Montessori, and Reggio Emilia schools as well as holistic and alternative approaches to pedagogy and learning in mainstream settings.

Previously Kaili worked as an assistant professor in the Singapore National Institute of Education, the University of Hong Kong, and a Senior Lecturer in Australia, New Zealand, and England. Her research and scholarship in the fields of teacher education and educational psychology have been recognized by various higher education institutes and internationally: by Outstanding Teaching Performance Commendations/Awards, a designated research fellowship of Asia-Pacific Regional Network for Early Childhood (UNESCO), and the nomination for the Singapore Outstanding Contribution Award.

Kaili has authored two books and over 80 peer-refereed publications and reports in key areas of teacher education and educational psychology.

Research interests

  • Inclusive/holistic curriculum development
  • Curriculum in alternative educational settings
  • Assessment & early interventions
  • Early childhood assessment
  • Child development & family wellbeing
  • Teacher education

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021
Number of items: 9.

2024

Zhang, K. C. (2024) Greater expectations: An appreciative inquiry into how UK home-educating families support their children’s learning. Education Sciences, 14(3), 235. (doi: 10.3390/educsci14030235)

Zhang, J., Backhouse, A. and Zhang, K. C. (2024) Chinese male kindergarten teachers: factors affecting job satisfaction and organisational commitment. European Journal of Teaching and Education, 5(4), pp. 13-33. (doi: 10.33422/ejte.v5i4.1169)

2023

Zhang, K. C. and Li, Q. (2023) Struggling to fit it all in: sense of hope, life meaning and satisfaction of low-income single mothers of young children with special needs in New Zealand. In: Lee, C.J. and Kennedy, K.J. (eds.) Handbook on Life and Values Education in Asia. Routledge. (Accepted for Publication)

2022

Singh, P. and Zhang, K. C. (2022) Inclusive education in New Zealand: voices from early childhood teachers. Support for Learning, 37(4), pp. 538-552. (doi: 10.1111/1467-9604.12428)

Zhang, K. C. (2022) “There for the right reasons”: New Zealand early childhood professionals’ sense of calling, life goals, personal and spiritual values. Journal of Religion and Health, (doi: 10.1007/s10943-022-01642-1) (Early Online Publication)

Gilchrist, E. and Zhang, K. C. (2022) Gender stereotypes in the UK primary schools: student and teacher perceptions. International Journal of Educational Reform, (doi: 10.1177/10567879221114889) (Early Online Publication)

2021

Zhang, K. C. and Li, Q. (2021) “It would be harder without faith”: an exploratory study of low-income families’ experiences of early childhood inclusive education in New Zealand. Journal of Religion and Health, 60(6), pp. 4151-4166. (doi: 10.1007/s10943-021-01270-1)

Zhang, K. C. and Li, Q. (2021) Early childhood inclusion in the land of the long white cloud: a way forward for New Zealand. Support for Learning, 36(4), pp. 594-607. (doi: 10.1111/1467-9604.12382)

Zhang, K. C. (2021) Unended quest: Life goals, values, and immigrant parents in New Zealand. Journal of Religion and Health, 60(1), pp. 444-457. (doi: 10.1007/s10943-020-01017-4) (PMID:32303877)

This list was generated on Fri Mar 1 23:00:58 2024 GMT.
Number of items: 9.

Articles

Zhang, K. C. (2024) Greater expectations: An appreciative inquiry into how UK home-educating families support their children’s learning. Education Sciences, 14(3), 235. (doi: 10.3390/educsci14030235)

Zhang, J., Backhouse, A. and Zhang, K. C. (2024) Chinese male kindergarten teachers: factors affecting job satisfaction and organisational commitment. European Journal of Teaching and Education, 5(4), pp. 13-33. (doi: 10.33422/ejte.v5i4.1169)

Singh, P. and Zhang, K. C. (2022) Inclusive education in New Zealand: voices from early childhood teachers. Support for Learning, 37(4), pp. 538-552. (doi: 10.1111/1467-9604.12428)

Zhang, K. C. (2022) “There for the right reasons”: New Zealand early childhood professionals’ sense of calling, life goals, personal and spiritual values. Journal of Religion and Health, (doi: 10.1007/s10943-022-01642-1) (Early Online Publication)

Gilchrist, E. and Zhang, K. C. (2022) Gender stereotypes in the UK primary schools: student and teacher perceptions. International Journal of Educational Reform, (doi: 10.1177/10567879221114889) (Early Online Publication)

Zhang, K. C. and Li, Q. (2021) “It would be harder without faith”: an exploratory study of low-income families’ experiences of early childhood inclusive education in New Zealand. Journal of Religion and Health, 60(6), pp. 4151-4166. (doi: 10.1007/s10943-021-01270-1)

Zhang, K. C. and Li, Q. (2021) Early childhood inclusion in the land of the long white cloud: a way forward for New Zealand. Support for Learning, 36(4), pp. 594-607. (doi: 10.1111/1467-9604.12382)

Zhang, K. C. (2021) Unended quest: Life goals, values, and immigrant parents in New Zealand. Journal of Religion and Health, 60(1), pp. 444-457. (doi: 10.1007/s10943-020-01017-4) (PMID:32303877)

Book Sections

Zhang, K. C. and Li, Q. (2023) Struggling to fit it all in: sense of hope, life meaning and satisfaction of low-income single mothers of young children with special needs in New Zealand. In: Lee, C.J. and Kennedy, K.J. (eds.) Handbook on Life and Values Education in Asia. Routledge. (Accepted for Publication)

This list was generated on Fri Mar 1 23:00:58 2024 GMT.

Grants

Smith, L., Zhang, K. C., Hime, C., Mason, R., Kargas, N., Hall, L., & Hogue, T. (2022). Learning from the experiences of young people within Integrated Offender Management. Lincolnshire Police & University of Lincoln Dragon's Den Funding.

Qi, L., & Zhang, K. C.  (2021). Understanding the impacts of poverty on low-income families and children with special needs. Ministry of Education Young Scholar Fund in Humanities and Social Sciences.

Supervision

Kaili supervises postgraduate students within the field of teacher education, eductional psychology, and inclusive education. 

  • Liu, Yuxin
    Inclusive education; Equity and social justice; Human Rights and disability; Autism Spectrum Conceptualisations of diversity and difference within educational settings; Comparative research in education

Teaching

Kaili teaches across a variety of courses in teacher education, eductional psychology, and inclusive education.

Professional activities & recognition

Editorial boards

  • 2009 - present: Consulting editor of "Preventing School Failure : Alternative Education for Children and Youth"
  • 2009 - present: Associate editor, The Journal of the International Association of Special Education
  • 2011 - present: Editorial Board, Journal of Educational and Developmental Psychology

Additional information

Books: 

Zhang, K. C. (2012). To love the unloved: An evidence-

       based practice (Editor & author). Ray Media Pte. Ltd.   

       (ISBN 9789810701949)

Choo, A., Choo, G., Tan, M., & Zhang, K. C.  (2012). To

        love the unloved: The story of Andrew & Grace

        Home (Editor). Ray Media Pte. Ltd

        (ISBN 9789810701932)

A word about me:

In my spare time, I enjoy reading, listening to hymns, jogging, hiking, and biking. I also enjoy deep, meaningful conversations with my family and friends about faith, parenting, and living well, particularly over a cup of good tea. I feel the most content when I am in an environment where I can reflect, read and write, and turn my attention to the deeper things of life.