About
30
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Introduction
My research is shaped by three primary lines of inquiry: glocalization, diversity sustaining pedagogies, teacher and teacher educator international professional development. I engage art-based inquiry and community-engaged research in my research and teaching practice, with an emphasis on sustaining diverse cultures, languages, and ecologies as a shared local and global endeavor in the profession of teaching and teacher education.
Skills and Expertise
Current institution
Publications
Publications (30)
Teacher resilience is a professional capacity and process that involves teachers utilising resources to overcome teaching-related challenges for professional growth. This qualitative study explored the resilience development of twenty teachers in a rural Chinese middle school. Reflexive thematic analysis of interviews, documents, and observation fi...
Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers' motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation int...
Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria fo...
Purpose
This study aims to model the creative pedagogy of children's book development and then engages teacher education students in this work, as a way to explore and express conceptions of teacher quality, across cultural perspectives.
Design/methodology/approach
This self-study engages a/r/tography and currere to explore teacher quality in a te...
Global experiences are a significant form of professional development for teacher education faculty preparing teachers to support twenty-first-century diverse classrooms. This case study examined the international professional development (IPD) experiences of teacher education faculty at a Chinese university as involving personal-professional, rese...
Generosity is a shared virtue with distinct expressions across cultures and regions. This article engages 26 teacher education students in a/r/tographic exploration of local cultures and ecologies during a 1-week global teacher education program at a large, urban university in China. Participants across eight Chinese provinces/municipalities, and t...
This research explores cultivation of civic generosity in elementary youth as a cultural, ecological, generational practice developing global-local connections and enhanced by arts-based pedagogies, including reading, creating, and sharing children's books. In this study, 2nd grade students across two public school contexts (rural middle-income and...
This paper proposes a theoretical framework to understand the structure and determinants for rural teacher well-being (TWB), with a focus on key factors that can mediate low pay and poor work conditions, specifically teachers’ professional learning (PL) and community engagement (CE). This framework was tested using structural equation model in a sa...
In an era of globalisation (Spring 2008), wellbeing no longer can be explored within one’s own national borders, but necessitates cultivating shared international understandings to maintain healthy twenty-first-century classrooms. This literature review across Chinese and English international publications contends that understanding wellbeing enta...
This literature review updates and expands the authors' previous synthesis of empirical research on pre-service multicultural teacher preparation MTP conducted from 2006-2011 in settings outside the U.S. Liu, Baker, & Milman, 2014. In this review, the authors synthesized research conducted from 2006-2015 about a how diversity is conceptualized in t...
As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to explori...
In our global era, international standardized comparative achievement assessments [e.g., Organization for Economic Cooperation and Development’s (OECD’s) TIMMS assessment and Program for International Student Assessment (PISA)] can dominate much of the cooperative potential across international educational spaces (Spring in Review of Educational Re...
In this study, ren emerges as a key practice for twenty-first-century teacher educators to appropriate, particularly through international professional development experiences. As globalization places individuals previously separate together in community, it becomes important to conceptualize what it means to become human together as a global, inte...
Teacher quality is a “highly contested” concept (Organisation for Economic Co-Operation and Development in Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing, 2005), and measuring teacher quality across international settings proves to be equally perplexing in our assessment-driven twenty-first century global...
Teacher educator international professional development is an essential practice for our global society, growing increasingly interdependent in trade, culture, and communication (Xu and Mei in Educational policies and legislation in China. Education in China series. Zhejiang, China: Zhejiang University Press, 2009), including how we educate our chi...
Aesthetic narrative inquiry enables examination of teacher educator international professional development as a relational ren (仁) work and supports participants in professional applications of immersion experiences. This inquiry supports self—other connection in cultivating an intercultural sense of self. Individual narrative becomes a prism by wh...
Teachers play a key role in China’s twenty-first-century educational reform, particularly in anchoring the nation’s progressive future with the nation’s rich history and cultural traditions. This academic anchor is central in the shared work of shaping and understanding China as an evolving twenty-first century global participant that remains cultu...
This two-year case study of 14 faculty members of a teacher education research center at a large, urban normal university in China involved ethnographic immersion (Geertz in The interpretation of cultures: Selected essays. New York: Basic Books 1973) and narrative inquiry (Bloom in Qualitative research in practice, Jossey-Bass, San Francisco 2002a:...
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This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused...
Purpose
– An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aim...
As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to explori...
China's national teacher honour system, initiated in 1949, is designed to recognise the academic and pedagogical performance of individual teachers and professional collectives at national, provincial, municipal, and school-based levels. This study employs grounded theory analysis to examine the phenomenon of China's teacher honour system by analys...
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The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to...
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This case study examines the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a faculty's infusion of multicultural education across a secondary education teacher preparation program. Findings show that facul...
This sequential QUAL → qual study examines: Phase 1 how reflective practice was implemented in a diversity course in a teacher education program by one teacher educator, and Phase 2 how two of the teacher candidates implemented reflective practice in their diverse student teaching contexts. Data included observations of the course and the student t...
