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    LI Qiong Associate Professor
    Institute of Teacher Education
    Email:qiongli@bnu.edu.cn
    Address:
    EDUCATION
    Ph. D., The Chinese University of Hong Kong
    Educational Psychology, 2004
    Ed. M., Beijing Normal University
    Developmental Psychology, 2000
    B. S., Beijing Normal University, Education, 1997

    RESEARCH AREAS
    Teacher cognition and development
    Classroom processes

    TEACHING AND RESEARCH EXPERIENCE
    Associate Professor, Beijing Normal University
    Institute of Teacher Education, Faculty of Education, 2009- present
    Post-doctoral Fellow, The Chinese University of Hong Kong, 2007
    Assistant professor (since 2005), Beijing Normal University

    PUBLICATIONS
    Li, Q. & Dandan, Wu (2012). Key features of elementary and secondary outstanding teachers: Findings of a discriminant analysis. Educational Journal, 5 ( in press)
    Li, Q. & Heng Wang(2012):Professional life cycles of elementary teachers:A cluster analysis. Journal of Teacher Educational research, 3: 26-30. (in Chinese)
    Li, Q. & Mei-juan, Ding (2012):Professional life cycles of teachers with more than ten years of teaching experience. Global Education, 6. (in Chinese)
    Li, Q., Mei-jua, Ding(2012):Trends in teaching force indicator system of international basic education.Comparative Education Review, 4: 63-67. (in Chinese)
    Li, Q., Yujing Ni (2011). Impact of curriculum reform: Evidence of change in classroom practice in mainland China. International Journal of Educational Research, 50, 2, 7-25.
    Yujing, Ni. Li, Q. (2011). Influence of curriculum reform: An analysis of student mathematics achievement in Mainland China. International Journal of Educational Research, 50, 2, 100-116.
    Li, Q. & Yujing Ni (2011). Educational Equity in a New Curriculum Reform Environment: The Effect of Socio-Economic Status on Student Achievement. Global Education, 4: 25-32.
    Li, Q. & Mengyin, Wu.(2011). Foundation of the academic creativity of professors: Academic insights. Comparative Education Review, 7: 7-11.
    Li, Q., Guoli zhang & Jun Zhou (2011). Sources of stress of school teachers. Psychological Development and Education. 1: 97-103.
    Li, Q., Liang, Du & Xiongdong, Zeng.(2010). A survey on the public’s satisfaction with teachers of elementary and secondary school in Beijing. Journal of Teacher Educational Research, 4, 47-52.
    Li, Q. (2009) The knowledge base of teachers’ professional development:A perspective on teaching expertise. Beijing Normal University Press, Beijing. (in Chinese)
    Li, Q. & Ni, Y. (2009). Dialogue in the elementary school classroom: A comparative study between expert and novice teachers. Frontiers of Education in China, 4(4): 526-540 (in English).
    Li, Q., Wang, S., & Zhang, Y.(2009). Effect of occupational stress on burnout of teachers: A path analysis. Journal of Educational Research, 5, 78-82. (in Chinese)
    Li, Q., & Zeng, X. D. (2008). Teachers’ professional development: Its structure and feature. Journal of Research on Teacher Education, 9, 56-61. (in Chinese).
    Li, Q., Shi, K.(2008). The types of teachers’ style in the context of interaction between teachers and students. Journal of Educational Research, 3, 66-71. (in Chinese)
    Li, Q. (2007). Images of teachers in students’ mind: A cross-cultural comparison. Research of comparative Education, 11, 18-23. (in Chinese)
    Li, Q. Ni, Y.J. Xiu, L.(2007). Dialogue in the elementary school classroom: A comparative study between expert and novice teachers.Curiculum and pedagogy, 11, 36-40.
    Li, Q. & Ni, Y.J.(2007). Multilevel analysis of effects of teachers’ variables on primary school students’ mathematics Achievements. Psychological development and Education, 2, 93-99. (in Chinese)
    Li, Q., & Yuan, L.(2006). The trends of international teacher education in a changing context. Research of comparative Education, 11, 90-92. (in Chinese)
    Li, Q. NI, Y.J. Xiu, L.(2006) Elementary school mathematical teachers’ pedagogical content knowledge: Its feature and the relationship with subject matter knowledge. Journal of Educational Research, 4, 58-64. (in Chinese)
    Li, Q. & Ni, Y.J.(2006). Review of research on teacher knowledge: The case of mathematics. Foreign Education in Elementaty and Secondary school, 9, 6-12. (in Chinese)
    Li, Q. & Ni, Y.J.(2006). Multilevel analysis of effects of teachers’ variables on primary school students’ conception about mathematics. Journal of Research on Teacher Education, 3, 74-80. (in Chinese)
    Li, Q. & Ni, Y.J.(2006). Review of different approaches on teacher knowledge. Research of comparative Education, 5, 76-81. (in Chinese)
    Ni, Y.J., Li, Q., Shiu, L.P., Wong, W. C., & Cheng, P. W..(2006) Learning to teach: Tracing and understanding changes in organization of pedagogical knowledge of pre-service teachers. Educational Research Journal,34(1), 47-83. (in English)
    Li, Q.(2006). Primary school students’ views of mathematics leaning. Psychological development and Education, 1, 62-68. (in Chinese)
    Li, Q. NI, Y.J. Xiu, L.(2005) Elementary school mathematical teachers’ subject matter knowledge: A comparative study between expert and novice teachers. Journal of Educational Research, 6, 58-64. (in Chinese)
    Li, Q. (2005). Book review: From neurons to neighborhoods: the science of early childhood development. International Journal of early Years Education, 13, 2, 193-195. (in English)
    Li, Q. Ni, Y.J. (2004). The role change of teacher professional develpment from the transformative view of knowlege. Journal of eastern China Normal University, 4, 31-37. (in Chinese)

    Conference presentations
    Li, Q. (April, 2010). Impact of Curriculum Reform: Evidence of Change in Classroom
    Practice in the Mainland China. Paper will be presented at the Annual Meeting
    of the American Educational Research Association. Denver, Colorado.
    Li, Q., Zhu, X., (2009). Chinese Mainland Teachers’ Work Context and Professional development. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.
    Li, Q., Zhu, X., (2008). Chinese Teachers’ Work Context and Professional Life Phases. Paper presented at BNU-IOE 2nd International Education Conference -- “Leadership in a Learning Society”. Beijing.
    Li, Q. Effects of Curriculum Reform: Looking for Evidence of Student Learning Outcomes. Paper presented at The International Symposium on Teacher Training System in East Asia (3rd). Korea.

    GRANTS
    Principal Investigator, Chinese teachers’ professional development in a changing context. Ministry of Education Grants. 2009-2012.
    Co-Investigator, Has Curriculum Reform Made a Difference? Looking for Change in Classroom Practice. HKRGC. 2007-2010.
    Principal Investigator, Classroom teaching evaluation in elementary mathematics. Beijing committee of Education Grant. 2006-2009.