Zhang, Z., & Li, W. (in press). Enacted agency in a cross-border, online biliteracy curriculum making: Creativity and bilingual digital storytelling. McGill Journal of Education.
Zhang, Z., Wan, S. W-Y., Chan, L. H., Kwan, P-Y. L., Tam, L-L. S., Wan, E. W-P. (2020). Collective Memory Work: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts. Journal of Practitioner Research, 5(2), 1-25.
Zhang, Z., Heydon, R., Li, W., & Malins, P. (2020). Literacies and identities in transnational education: A case study of literacy curricula in a Canadian transnational education program in China. Curriculum Journal, 31(1), 132-156.
Zhang, Z. (2019). Canadian literacy curricula in Macau, China: Students’ lived curriculum. Beijing International Review of Education, 1(2019), 401-426.
Zhang, Z. (2019). Tracing cosmopolitan literacies: A case study of transnational literacy curricula at a Canadian school in Macau. Journal of Curriculum Studies, 51(5), 583-600. DOI: https://doi.org/10.1080/00220272.2019.1580316
Zhang, Z., Nagle, J., McKishnie, B., Lin, Z., & Li, W. (2019). Scientific strengths and reported effectiveness: A systematic review of multiliteracies. Pedagogies: An International Journal, 14(1), 33-61. DOI: https://doi.org/10.1080/1554480X.2018.1537188 (Published online in 2018)
Zhang, Z., Li, J., Liu, F., & Miao, Z. (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies. Teaching and Teacher Education, 59(2016), 146-158. DOI: http://dx.doi.org/10.1016/j.tate.2016.05.017
Li, J., & Zhang, Z. (2016). An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment. Intercultural Education, 26(6), 562-583.
Zhang, Z., & Heydon, R. (2015). The changing landscape of literacy curriculum in a Sino-Canada transnational education programme: An actor-network theory informed case study. Journal of Curriculum Studies. DOI:10.1080/00220272.2015.1090626
Zhang, Z. (2015). Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective. Teaching and Teacher Education, 48(2015), 106-116. DOI: http://dx.doi.org/10.1016/j.tate.2015.02.006
Zhang, Z., & Heydon, R. (2014). Language, literacy, and singing. Language & Literacy, 16(3), 1-3.
Zhang, Z., Fyn, D., Langelotz, L., Lönngren, J., McCorquodale, L., & Nehez, J. (2014). Our way(s) to action research: Doctoral students’ international & interdisciplinary collaboration. Action Research, 12(3), 293-314.
Zhang, Z., & Heydon, R. (2014). Lived literacy curriculum in a globalized schooling context: A case study of a Sino-Canadian transnational programme. Journal of Curriculum Studies, 46(3), 389-418.
Heydon, R., Crocker, W. A., & Zhang, Z. (2013). Novels, nests and other provocations: Emergent literacy curriculum production in a childcare centre. Journal of Curriculum Studies, 46(1), 1-32.
Beynon, C.A., Heydon, R., O’Neill, S.A., Zhang, Z., & Crocker, W. (2013). Straining to hear the singing: Toward an understanding of successful intergenerational singing curriculum. Journal of Intergenerational Relationships, 11(2), 176-189.
Rowsell, J., Prinsloo, M., & Zhang, Z. (2012). Socializing the digital: Taking emic perspectives on digital domains. Language & Literacy, 14(2), 1-5.
Zhang, Z. (2011). A nested model of academic writing approaches: Chinese international graduate students’ views of English academic writing. Language & Literacy, 13(1), 39-59.
Zhang, Z., & Bano, N. (2010). Multiple cultures and multiple literacies: Chinese and Pakistani immigrant families’ perceptions of family literacy programs. Canadian and International Education, 39(3), 81-100.
Zhang, Z. (2009). English-only cult in China. Bilingual Basics, 11(1). Retrieved from https://www.tesol.org/convention-2018/tesol-2018-convention-news/2011/11/03/bilingual-basics-news-volume-11-1-(december-2009)
Zhang, Z. (2007). The status quo of bilingual education in Chinese universities. TESOL Bilingual Basic News, 10(1), 9(2). Retrieved from http://www.tesol.org/read-and-publish/newsletters-other-publications/interest-section-newsletters/bilingual-basics-b-meis/bilingual-basics/2011/11/03/bilingual-basics-news-volume-10-1-(november-2007)
Zhang, Z. (2005). The influences of differences between Chinese and English upon students’ TEM-4 & TEM-8 English writing. Journal of Gansu Social Science (Supplement Issue), 2005(6).
Zhang, Z. (2004). The culture-construction model of second language learning. Journal of Shanghai University of Electric Power, 2004(3).
Zhang, Z. (2001). Translation of the cultural images in idioms. Journal of Guangdong AIB Polytechnic College, 2001(4).
Zhang, Z., Wan, S. W-Y., Chan, L. H., Kwan, P-Y. L., Tam, L-L. S., Wan, E. W-P. (2020). Collective Memory Work: Localizing School-Based Curriculum Development in Diversified Hong Kong Schooling Contexts. Journal of Practitioner Research, 5(2), 1-25.
Zhang, Z., Heydon, R., Li, W., & Malins, P. (2020). Literacies and identities in transnational education: A case study of literacy curricula in a Canadian transnational education program in China. Curriculum Journal, 31(1), 132-156.
Zhang, Z. (2019). Canadian literacy curricula in Macau, China: Students’ lived curriculum. Beijing International Review of Education, 1(2019), 401-426.
Zhang, Z. (2019). Tracing cosmopolitan literacies: A case study of transnational literacy curricula at a Canadian school in Macau. Journal of Curriculum Studies, 51(5), 583-600. DOI: https://doi.org/10.1080/00220272.2019.1580316
Zhang, Z., Nagle, J., McKishnie, B., Lin, Z., & Li, W. (2019). Scientific strengths and reported effectiveness: A systematic review of multiliteracies. Pedagogies: An International Journal, 14(1), 33-61. DOI: https://doi.org/10.1080/1554480X.2018.1537188 (Published online in 2018)
Zhang, Z., Li, J., Liu, F., & Miao, Z. (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies. Teaching and Teacher Education, 59(2016), 146-158. DOI: http://dx.doi.org/10.1016/j.tate.2016.05.017
Li, J., & Zhang, Z. (2016). An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment. Intercultural Education, 26(6), 562-583.
Zhang, Z., & Heydon, R. (2015). The changing landscape of literacy curriculum in a Sino-Canada transnational education programme: An actor-network theory informed case study. Journal of Curriculum Studies. DOI:10.1080/00220272.2015.1090626
Zhang, Z. (2015). Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective. Teaching and Teacher Education, 48(2015), 106-116. DOI: http://dx.doi.org/10.1016/j.tate.2015.02.006
Zhang, Z., & Heydon, R. (2014). Language, literacy, and singing. Language & Literacy, 16(3), 1-3.
Zhang, Z., Fyn, D., Langelotz, L., Lönngren, J., McCorquodale, L., & Nehez, J. (2014). Our way(s) to action research: Doctoral students’ international & interdisciplinary collaboration. Action Research, 12(3), 293-314.
Zhang, Z., & Heydon, R. (2014). Lived literacy curriculum in a globalized schooling context: A case study of a Sino-Canadian transnational programme. Journal of Curriculum Studies, 46(3), 389-418.
Heydon, R., Crocker, W. A., & Zhang, Z. (2013). Novels, nests and other provocations: Emergent literacy curriculum production in a childcare centre. Journal of Curriculum Studies, 46(1), 1-32.
Beynon, C.A., Heydon, R., O’Neill, S.A., Zhang, Z., & Crocker, W. (2013). Straining to hear the singing: Toward an understanding of successful intergenerational singing curriculum. Journal of Intergenerational Relationships, 11(2), 176-189.
Rowsell, J., Prinsloo, M., & Zhang, Z. (2012). Socializing the digital: Taking emic perspectives on digital domains. Language & Literacy, 14(2), 1-5.
Zhang, Z. (2011). A nested model of academic writing approaches: Chinese international graduate students’ views of English academic writing. Language & Literacy, 13(1), 39-59.
Zhang, Z., & Bano, N. (2010). Multiple cultures and multiple literacies: Chinese and Pakistani immigrant families’ perceptions of family literacy programs. Canadian and International Education, 39(3), 81-100.
Zhang, Z. (2009). English-only cult in China. Bilingual Basics, 11(1). Retrieved from https://www.tesol.org/convention-2018/tesol-2018-convention-news/2011/11/03/bilingual-basics-news-volume-11-1-(december-2009)
Zhang, Z. (2007). The status quo of bilingual education in Chinese universities. TESOL Bilingual Basic News, 10(1), 9(2). Retrieved from http://www.tesol.org/read-and-publish/newsletters-other-publications/interest-section-newsletters/bilingual-basics-b-meis/bilingual-basics/2011/11/03/bilingual-basics-news-volume-10-1-(november-2007)
Zhang, Z. (2005). The influences of differences between Chinese and English upon students’ TEM-4 & TEM-8 English writing. Journal of Gansu Social Science (Supplement Issue), 2005(6).
Zhang, Z. (2004). The culture-construction model of second language learning. Journal of Shanghai University of Electric Power, 2004(3).
Zhang, Z. (2001). Translation of the cultural images in idioms. Journal of Guangdong AIB Polytechnic College, 2001(4).
Zhang, Z., Lin, Z., & Chen, L. (accepted). Bilingualism and multilingualism. In Heydon, R & Jacob, W. J (Eds.), Bloomsbury education and childhood studies. London, England: Bloomsbury Academic.
Zhang, Z. (in press). Critical cosmopolitan literacies: Students’ lived experience in a Canadian offshore school in Hong Kong. In J. Zajda (Ed.), International handbook on globalisation, education and policy research. Springer.
Zhang, Z., Chen, L., & Lin, Z. (2021). Embodied identity making and bilingual digital storytelling in a virtual space. In J. Zajda & S. Majhanovich (Eds.), Globalisation, cultural identity and nation-building: The changing paradigms (pp. 87-105). Springer.
Zhang, Z. & Lin, Z. (2019). Globalization in Higher Education (Canada). In Heydon, R & Jacob, W. J (Eds.), Bloomsbury Education and Childhood Studies. London, England: Bloomsbury Academic. Retrieved from http://dx.doi.org/10.5040/9781474209496.0001
Heydon, R., Zhang, Z., & Bocazar, B., (2017). Ethical curricula through responsive, multimodal literacy & pedagogy: Illustrations from a kindergarten classroom curriculum. International perspectives on inclusive education (pp. 189-213). Emerald Publishing Limited.
Zhang, Z., & Heydon, R. (2017). Being open to the Other: K-12 teachers’ multimodal reflections on Hong Kong curricula. In S. S. Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Educating for 21st century global capacities: International perspectives and practices (pp. 425-445). Singapore: Springer.
Zhang, Z. (in press). Critical cosmopolitan literacies: Students’ lived experience in a Canadian offshore school in Hong Kong. In J. Zajda (Ed.), International handbook on globalisation, education and policy research. Springer.
Zhang, Z., Chen, L., & Lin, Z. (2021). Embodied identity making and bilingual digital storytelling in a virtual space. In J. Zajda & S. Majhanovich (Eds.), Globalisation, cultural identity and nation-building: The changing paradigms (pp. 87-105). Springer.
Zhang, Z. & Lin, Z. (2019). Globalization in Higher Education (Canada). In Heydon, R & Jacob, W. J (Eds.), Bloomsbury Education and Childhood Studies. London, England: Bloomsbury Academic. Retrieved from http://dx.doi.org/10.5040/9781474209496.0001
Heydon, R., Zhang, Z., & Bocazar, B., (2017). Ethical curricula through responsive, multimodal literacy & pedagogy: Illustrations from a kindergarten classroom curriculum. International perspectives on inclusive education (pp. 189-213). Emerald Publishing Limited.
Zhang, Z., & Heydon, R. (2017). Being open to the Other: K-12 teachers’ multimodal reflections on Hong Kong curricula. In S. S. Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Educating for 21st century global capacities: International perspectives and practices (pp. 425-445). Singapore: Springer.
Zhang, Z. (2015). Book review: Mo, J. Q. (2013). Transplantation and innovation: Establishing an international school accreditation system in China. Beijing, China: Educational Science Publishing House. Frontiers of Education in China, 10(1), 170-173.
Zhang, Z. (2013). Book review: Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent, UK: Trentham Books. Journal of Early Childhood Literacy, 13(2), 301-306.
Zhang, Z. (2009). Print literacy development: Uniting cognitive and social practice theories. Book review: Purcell-Gates, V., Jacobson, E. & Degener, S. (2004). Print literacy development: Uniting cognitive and social practice theories. Hongkong Journal of Applied Linguistics, 12(1), 93-94.
Zhang, Z. (2013). Book review: Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent, UK: Trentham Books. Journal of Early Childhood Literacy, 13(2), 301-306.
Zhang, Z. (2009). Print literacy development: Uniting cognitive and social practice theories. Book review: Purcell-Gates, V., Jacobson, E. & Degener, S. (2004). Print literacy development: Uniting cognitive and social practice theories. Hongkong Journal of Applied Linguistics, 12(1), 93-94.
Hyland, T. A., Howell, G., & Zhang, Z. (2010). The effectiveness of the Writing ProficiencyAssessment (WPA) in improving student writing skills at Huron University College. Toronto, Ontario, Canada: Higher Education Quality Council of Ontario.