Dr. Qilong Zhang is Associate Professor in Early Childhood Education at United Arab Emirates University. He received the degree of Doctor of Education from the University of Auckland in 2012 and holds New Zealand teacher registration. He taught a range of early childhood teacher education courses at various levels in New Zealand during 2007-2020. His current research interests include professional standards for teachers, teacher qualities, emotionality in teaching, assessment for learning, curriculum, learning dispositions, and research methods. He is currently editorial board member for Early Childhood Research Quarterly, Early Education and Development, and The New Zealand International Research in Early Childhood Education Journal.

REFEREED JOURNAL ARTICLES

Zhang, Q., Al Murshidi, & Jiang, K. (2024). The effect of home literacy environment on preschool children’s learning dispositions. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2024.2446920

Zhang, Q., Al Murshidi, & Jiang, K. (2024). The effect of emotional labour on job dedication among early childhood teachers in the UAE: The mediating role of teaching self-efficacy. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01702-z.

Zhang, Q., Al Murshidi, & Jiang, K. (2024). Mapping the dimensions of family language policy for young children: The case of Emirati families. Journal of Multilingual and Multicultural Development, 1-15. http://dx.doi.org/10.1080/01434632.2024.2348607

Alkilani, G. A., & *Zhang, Q. (2024). Effect of dramatic storytelling on emergent literacy in EFL: Evidence from the UAE kindergartens. Literacy Research and Instruction, 1-19. https://doi.org/10.1080/19388071.2024.2329877

Zhang, Q., Wu, W., Jiang, K., & Shan, C. (2024). The arts in early childhood teacher education in China: A question of curriculum balance. Asia-Pacific Journal of Teacher Education, 52(1), 47-63.  https://doi.org/10.1080/1359866X.2023.2298302

Bhullar, M., *Zhang, Q., & Jiang, K. (2023). Spiritual wellbeing of international students: A New Zealand case study. Journal of Studies in International Education, 1-19. https://doi.org/ 10.1177/10283153231187141

Zhang, Q., Yin, J., & Jiang, K. (2023). Glocalization of early childhood curriculum: An ethnographic study on the integration of the Reggio Emilia approach into the Chinese Kindergarten curriculum. Asia Pacific Education Review, 1-12. https://doi.org/10.1007/s12564-023-09851-3

Zhang, Q., Wu, W., & Jiang, K. (2022). Standardising professional standards: A self-assessment scale for Chinese kindergarten teachers. European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2022.2124913

Zhang, Q., Hayes, J., TeHau-Grant, R., Skeoch, R., France, L., Jiang, K., & Barnes, R. (2022). Positioning Dispositions in Initial Teacher Education: An Action Research Approach. Australian Journal of Teacher Education, 47(4), 39-54. http://dx.doi.org/10.14221/ajte.2022v47n4.3

Zhang, Q. (2021). Addressing graduate capability through action research: A cross-disciplinary perspective in a New Zealand context. The Australian Educational Researcher, 48(3), 507-523. https://doi.org/10.1007/s13384-020-00407-7

Zhang, Q. & Morrison, V. (2020). Early identification within inclusive early childhood curriculum: An ethnographic study from New Zealand. Early Child Development and Care, 190(3), 310-321. https://doi.org/10.1080/03004430.2018.1471472

Zhang, Q., Yin, J., Chen, H., Zhang, Q., & Wu, W. (2020). Emotional labour among early childhood teachers: Frequencies, antecedents and consequences. Journal of Research in Childhood Education, 34(2), 288-305. https://doi.org/10.1080/02568543.2019.1675824

Zhang, Q. (2019). Passion and enthusiasm: Exemplifying the place of dispositions in teaching in New Zealand. The Teacher Educator, 54(4), 359-376. https://doi.org/10.1080/08878730.2019.1581314

Zhang, Q. (2019). Ruminating on love and care in early childhood teaching. Journal of Early Childhood Teacher Education, 40(3), 256-274. https://doi.org/10.1080/10901027.2018.1561561

Zhang, Q. (2019). Re-viewing quality of research on initial teacher education in Australia and New Zealand: A systematic review. Asia-Pacific Journal of Teacher Education, 47(1), 18-31. https://doi.org/10.1080/1359866X.2018.1497773

Zhang, Q. (2018). Generic or specific? Deciphering the New Zealand approach to professional standards for early childhood teachers. New Zealand International Research in Early Childhood Education, 21(2), 59-70.

Zhang, Q. (2018). Delineating and reconciling the different perspectives on quality of New Zealand early childhood services. New Zealand International Research in Early Childhood Education, 21(1), 76-87.

Zhang, Q. (2017). Do learning stories tell the whole story of children’s learning? - A phenomenographic enquiry. Early Years: An International Research Journal, 37(3), 255-267. https://doi.org/10.1080/09575146.2016.1151403

Zhang, Q. (2017). Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki? Journal of Early Childhood Literacy, 17(1), 69-91. https://doi.org/10.1177/1468798415607939

Zhang, Q. (2016). Whose decision is it? Unpacking shared decision-making as a component of partnership in New Zealand early childhood education settings. New Zealand Research in Early Childhood Education (Special Edition), 19, 62-72.

Zhang, Q., Kang, N., & Barnes, R. (2016). A systematic literature review of funding for higher education institutions in developed countries. Frontiers of Education in China, 11(4), 519-542. https://doi.org/10. 3868/s110-005-016-0040-8

Zhang, Q. (2015). The voice of the child in the early childhood education research in Australia and New Zealand: A systematic review. Australasian Journal of Early Childhood, 40(3), 97-104.

Zhang, Q. (2015). Defining ‘meaningfulness’: Enabling preschoolers to get the most out of parental involvement. Australasian Journal of Early Childhood, 40(4), 112-120.

Zhang, Q. (2015). Advocating for a comprehensive approach to assessment in New Zealand early childhood settings. New Zealand Research in Early Childhood Education, 18, 67-79.

Zhang, Q., Keown, L., & Farruggia, S. (2015). Whose job is it? Parents’ perspectives on volunteering to help in New Zealand kindergartens. Asia-Pacific Journal of Research in Early childhood Education, 9(2), 51-70.

Zhang, Q., Cown, P., Hayes, J., Werry, S., Barnes, R., France, L., & TeHau-Grant, R. (2015). Scrutinising the final judging role in assessment of practicum in early childhood initial teacher education in New Zealand. Australian Journal of Teacher Education, 40(10), 147-166.

Zhang, Q., Keown, L., & Farruggia, S. (2014). Involvement in preschools: Comparing Chinese immigrant and non-Chinese parents in New Zealand. International Research in Early Childhood Education, 5(1), 64-82.

BOOK CHAPTERS

Zhang, Q. (2021). Early childhood teacher education in New Zealand: Facts, values, and uncertainties. In W. Boyd & S. Garvis (Eds.), International perspectives on early childhood teacher education in the 21^st century (pp.131-144). Springer, Singapore. https://doi.org/10.1007/978-981-16-5739-9_9