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
  • Homeschooling/home education
  • 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 Sun Jul 21 13:26:03 2024 BST.
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 Sun Jul 21 13:26:03 2024 BST.

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

Supplementary

  • Scopus Author ID: 55475101600 Scopus Author ID: 25629152600

Additional information

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.

Selected Publications 

(References that begin with "Chen, K." were papers published before my last name was changed from "Chen" to "Zhang" in June 2007.)

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)

Journal articles:

Zhang, K. C., & Choo, A. (2019). Autism interventions for youth: Restorative farm therapy in Singapore. Support for Learning: British Journal for Learning Support34(1), 112-120. https://doi.org/10.1111/1467-9604.12238 

Zhang, K. C. (2019). Envisioning two-way immersion language learning in China: An initial kindergarten curriculum plan. International Journal of Educational Reform, 28(4), 366–375. https://doi.org/10.1177/1056787919856741 

Zhang, K. C. (2018). Advancing the wellbeing of at-risk Māori children: Education and services in New Zealand. International Association of Special Education, 18(1), 3-8. 

Singh, P., & Zhang, K. C. (2018). Parents’ perspective on early childhood education in New Zealand: Voices from Pacifica families. Australasian Journal of Early Childhood, 43(1), 52-58. https://dx.doi.org/10.23965/AJEC.43.1.06 

Zhang, K. C., & Zhang, A. (2017). Dare to dream: Life goals, values, and international students in New Zealand. Journal of Religion and Health, 56(5), 1503 1514. https://doi.org/10.1007/s10943-016-0307-7

Zhang, K. C. (2016). Exploring options in early childhood care in Singapore: Programs and Roles. Childhood Education, 92(5), 377-382. https://doi.org/10.1080/00094056.2016.1226112. 

Chan, N. W. Y., & Zhang, K. C. (2014). Effective spelling strategies for students with Dyslexia in Hong Kong secondary schools. International Journal of Special Education, 29(1), 14-24. 

Lai, S., & Zhang, K. C. (2014). A comparison on inclusive practices for children with special needs in faith-based and secular kindergartens. Journal of Religion and Health, 53(3), 809-824. https://doi.org/10.1007/s10943-013-9676-3 

Zhang, K. C. (2014). Through a spiritual lens: Early childhood inclusive educationin Hong Kong. Journal of Religion and Health, 53(6), 1728-1740. https://doi.org/10.1007/s10943-013-9771-5 

Zhang, K. C., Hui, C. H., Lam, J., Lau, E. Y., Cheung, S., & Mok, D. (2014). Personal spiritual values and quality of life: Evidence from Chinese college students. Journal of Religion and Health, 53(4), 986-1002. https://doi.org/10.1007/s10943-013-9686-1 

Zhang, K. C., & Yu, E. D. (2014). Quest for a good life: Spiritual values, life goals, and college students. Asia-Pacific Psychiatry, 6(1), 91-98. https://doi.org/10.1111/j.1758-5872.2012.00183.x 

Tong, A., & Zhang, K. C. (2014). Supporting social competence in secondary students in Hong Kong: Teachers’ beliefs on school-wide interventions. International Journal of Special Education, 27(3), 148-157. 

Zhang, K. C. (2013). Foster the inner life of children with special needs: A spiritual approach. International Journal of Disability, Development & Education, 60(3), 242-252. https://doi.org/10.1080/1034912X.2013.812190 

Zhang, K. C. (2013). Which agenda? Inclusion movement and its impact on early childhood education in Hong Kong. Australasian Journal of Early Childhood, 38(2), 111-121. 

Zhang, K. C. (2013). What I look like: College women, body image, and spirituality. Journal of Religion and Health, 52(4), 1240-1252. https://doi.org/10.1007/s10943-012-9566-0 

Zhang, K. C. (2013). Promoting holistic development in inclusive settings: Experiences and perspective from Hong Kong. Preventing School Failure, 57(3), 152-156

Mak, S. M., & Zhang, K. C (2013). Teachers’ perceptions of community participation program for preschoolers with autism. Emotional and Behavioural Difficulties, 18(1), 102-117.  https://doi.org/10.1080/13632752.2012.695535 

Zhang, K. C. (2012). Spirituality and early childhood special education: Exploring a “forgotten” dimension. International Journal of Children’s Spirituality, 17(1),39-49. https://doi.org/10.1080/1364436X.2012.660475 

Zhang, K. C., & Wu, I. (2012). Nurturing the spiritual well-being of of children with special needs. Support for Learning: British Journal for Learning Support, 27(3), 119-122.

Wu, I., & Zhang, K. C.  (2012). School psychology services in Hong Kong and its implications for primary school students with special needs. The Journal of the International Association of Special Education, 13(1), 62-66. 

Pang, W. C., & Zhang, K. C. (2011). Reading intervention for secondary school students with hyperactive behaviors in Hong Kong. Emotional and Behavioural Difficulties,16(1), 69-85. https://doi.org/10.1080/13632752.2011.545644. 

Zhang, K. C. (2011). Let’s have fun! Teaching social skills through stories, telecommunications, and activities. International Journal of Special Education, 26(2),70-78. 

Zhang, K. C., & Law, M. T. (2011). The education of new Chinese immigrant children in Hong Kong: Challenges and opportunities.  Support for Learning: British Journal for Learning Support, 26(2), 49-55. https://doi.org/10.1111/j.1467-9604.2011.01477.x

Zhang, K. C. (2011). Early childhood and special education: How well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of Inclusive Education, 15(6), 683-697. https://doi.org/10.1080/13603110903317676 

Zhang, K. C. (2010). Spirituality and disability: Implications for special education. Intellectual and Developmental Disabilities, 48(4), 299-302. https://doi.org/10.1352/1934-9556-48.4.299

Zhang, K. C. (2010). How reflective thinking impacts special education teacher preparation—a review of “Exploring disability in Singapore: A personal learning journey.” Asia Pacific Journal of Education, 30(1), 121-123. https://DOI: 10.1080/02188791003732678 

Zhang, K. C., & Tan, C. (2010). Exploring the spiritual needs of adolescent girls. Religion and Education, 37(2), 146-161. 

Wong, L. Y., & Zhang, K. C.  (2010). Motives of cheating among secondary school students: The role of self-efficacy and peer influence. Asia Pacific Education Review, 11(4), 573-584. https://doi.org/10.1007/s12564-010-9104-2. 

Zhang, K. C., Choo, A., & Lim, P.  (2009). Interventions with female youth offenders and teenage girls at-risk: Alternative educational services in a Singapore girls’ home. Support for Learning: British Journal for Learning Support, 24(3), 137-143.

Zhang, K. C., & Wu, I. (2009). A ray of hope for girls in trouble: Alternative education services in a Singapore girls’ home. The Journal of the International Association of Special Education, 10(1), 26-32. 

Zhang, K. C. (2008). Square pegs into round holes? Meeting the educational needs of girls engaged in delinquent behaviour. Emotional and Behavioural Difficulties, 13(3), 179-192. 

 Zhang, K. C. (2008). Through new lenses: Young adolescent girls’ perceptions of their school experience in an alternative education program. International Journal of Special Education, 23(2), 96-100. 

Chen, K., Estes, M. (2007). Social skills training in schools: Where we have been and where we can go. Hong Kong Special Education Forum, 9, 1-31. 

Chen, K., & Tan, C. S. (2006). Education and services for children and youth with emotional/behavioral problems in Singapore. Preventing School Failure, 50(2), 37-42.

Chen, K. (2006). Math in motion: Origami math for students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 262-266. (SSCI; Impact Factor: 1.938; Scimago Journal & Country Rank H Index 63; ERIH, Category A)

Chen, K. (2006). Social skills intervention for students with emotional/behavioral disorders: A literature review from the American perspective. Educational Research and Reviews, 1(3), 143-149. 

Chen, K. (2005). Cultural perspectives on student behaviors: A study of Chinese and American students. US-China Education Review, 2(1), 25-32. 

Wu, I., & Chen, K. (2005). Learning and behavioral difficulties among Chinese American children and adolescents. Multiple Voices for Ethnically Diverse Exceptional Learners, 8(1), 61-70. 

Chen, K. (2004). The relationship between behavior and traumatic brain injury:Implications for educational programming and rehabilitation. Hong Kong Special Education Forum, 6(1), 19-25. 

Chen, K. (2004). Social skills intervention for students with emotional/behavioral disorders aged six through twelve years: A combination of a literature-based curriculum and telecommunications. UMI ProQuest Digital Dissertations. (Publication No. AAT 3126561)

Chen, K., & Bullock, L. (2004). Social skills intervention for students with emotional/behavioral disorders aged six through twelve years: A combination of a literature-based curriculum and telecommunications. Emotional and Behavioural   Difficulties, 9(4), 231-236. 

Book chapters & monographs

Zhang, K. C., & Wu, I. (2016). Towards a holistic teacher education: Spirituality and special education teacher training. In M. de Souza, J. Watson, & J. Bone (Eds.), Spirituality across disciplines (pp. 135-147). Springer.

Tan, C., & Zhang, K. C. (2014). Spiritual education in Singapore and Hong Kong: Issues, challenges and prospects. In J. Watson, M. de Souza, & A. Trousdale (Eds.), Global perspectives on spiritual education (pp. 192-202).  Routledge.

Zhang, K. C. (2013). A new-found strength. In D. Shaw (Ed.), A call to keep shining (pp.143-144). International Students Inc.

Wu, I., & Zhang, K. C. (2011). Beyond the scene: Staff development of alternative programs for at-risk and delinquent girls in Singapore. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 88-109). Ray Media Pte. Ltd.

Zhang, K. C. (2011). Focusing on the deeper principle: Holistic education for high ability students in a Singapore girls’ home. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 110-131). Ray Media Pte. Ltd.

Zhang, K. C., & Yu, E. D. (2011). Putting spirituality in schools: Implication for curriculum development and beyond. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 78-87). Ray Media Pte. Ltd.

Zhang, K. C. (2011). Serving today’s troubled youths and families: Key principles and based-practice (pp. 132-138). In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 110-131). Ray Media Pte. Ltd.

Zhang, K. C. (2010). Holistic education and whole child development: Implications for early childhood special education. In K-Y Tsai (Ed.), Handbook of special education: Research & practice (pp. 1-7). Taiwan Ministry of Education.

Zhang, K. C. (2008). Teaching students with emotional/behavioral disorders. In L. Cohen, S. Wright, & K. Poon (Eds.), Special education: Perspectives and practices (pp. 238-250). Pearson Prentice Hall.

Zhang, K. C., Poon, K. (2008). The training of special needs officers in Singapore to support inclusion. In C. Forlin & M-G. J. Lian (Eds.) Reform, inclusion & teacher education: Towards a new era of special education in the Asia-Pacific region (pp. 83-89). Routledge.

Menendez., T., Chen, K., Mayton, R. M., Jones F., & Manning M. (2004). Creating quality environments to occasion student success: Meeting the needs of students with emotional and behavioral problems. In L. M. Bullock, R. A. Gable, & K. J. Melloy (Eds.), Effective interventions for classrooms, schools, and communities—making a difference in the lives of students with learning and behavioral problem. (pp. 46-51). Council for Exceptional Children.

Teaf, T., Chen, K., & Baltodano, H. (2003). Celebrating small success through school-based programming: Just do it! In L. M. Bullock, R. A. Gable, & K. J. Melloy (Eds.), Prevention/intervention for noncompliant, acting-out, and aggressive behavior: Promoting positive student outcomes (pp. 29-34). Council for Exceptional Children.