Education
Ph.D (Education Policy), The Chinese University of Hong Kong, 2008
Master of Arts (Curriculum & Instruction), East China Normal University, 2005
Bachelor of Arts (Education Psychology), Zhejiang Normal University, 2002
Professional Experience
Professor
Institute of Curriculum and Instruction
East China Normal University, China (December 2016 - present).
Associate Professor
Institute of Curriculum and Instruction
East China Normal University, China (December, 2012 – December 2016).
Assistant Professor
Institute of Curriculum and Instruction
East China Normal University, China (September, 2008 – December, 2012).
Selected Refereed Publication
Hongbiao Yin & Zheng Ke. (corresponding) (2017). Students’ course experience and engagement:
an attempt to bridge two lines of research on the quality of undergraduate education. Assessment &
Evaluation in Higher education, vol. 42, no. 7, 1145–1158.
Xin Zheng, Hongbiao Yin,Yuan Liu & Zheng Ke. (2016). Effects of leadership practices on
professional learning communities: the mediating role of trust in colleagues. Asia Pacific Education
Review, 17 (3) :1-12.
Chen, S.Y. & Ke, Z.(corresponding) (2014). Why the leadership of change is especially difficult for
Chinese principals: A macro-institutional explanation. Journal of Organizational Change Management,
27(3), 486-498.
Yang, X.D. Ke, Z. Zhan,Y. & Ren, YQ. (2014). The Effect of Choosing Key Versus Ordinary Schools on Student’s Mathematical Achievement in China. Asia-Pacific Education Researcher , 23 (3) :523-536
Ke, Z. & Chen, S.Y. (2013). Is there the key school advantage independent of quality of students and
teachers? : Empirical study of school operation, instructional leadership and sector effects in China.
Accepted paper to be presented at the 2013 annual meeting of AERA, San Francisco.
Ke, Z (2012).The influence of normative institutions on the new curriculum policy implementation
and its policy implications. Information, Technology and Education Change, 3(1).
Yang, X.D. Ke, Z. & Wang, T. (2012). The effect of school choice on student’s Mathematical achievement
in China. Paper presented at the 2012 annual meeting of AERA, Vancouver, CA.
Ke, Z. (2017). The negotiated order in educational policy implementation. Journal of Educational Studies，5. In Chinese
Ke, Z. (2017). Acumulation and Progress of Educational Scientific Knowledge: Movement of Evidence-based Educational Research in America. Journal of East China Normal University (Educational Sciences) , 3: 37-46. In Chinese
Ke, Z. (2016). Curriculum Reform and the Urban-Rural Probability of Academic Success: A Research based on the eight-year data from City A. Education Research, 10: 95-105. In Chinese
Ke, Z. (2014). How to abolish science-humanity division?: the suggestions based on the pros and cons of alternative policis. Global Education. 2: 30-40. In Chinese
Ke, Z., Chens S.Y. & Ren, Y.Q. (2013). Comparison of principals' leadership behaviors in the key and the ordinary schools. Peking University Education Review. 11: 108-127. In Chinese
Ke, Z. (2012). Education and students’ upward social mobility needs. Research in Educational Development. 6: 23-27. In Chinese
Ke, Z. (2011). How does the teachers’ cultural cognition influence the curriculum policy implementing. Global Education. 3:39-48. In Chinese
Ke, Z. (2011). The native conception of teacher professional development. Research in educational Development. 18: 48-56. In Chinese
Ke, Z. (2009). An analysis of educational supervision in curriculum reform. Research in educational Development, 10: 43-48. In Chinese
Ke, Z. (2007). The explanation of the difficulties of school change from the new institutionalism perspective. Peking University Education Review, 5(1): 42-54. In Chinese
Ke, Z. (2011). Neo-institutional Analysis of Curriculum Policy Implementation. Beijing: Education
Science Press. (in Chinese)