Dr Qilong Zhang

Dr Qilong Zhang

Tutor (Early Childhood Education) and Postgraduate Research Supervisor

Faculty of Health, Education and Environment

I received the degree of Doctor of Education from the University of Auckland in 2012, and hold New Zealand full teacher registration. Since 2009, I taught a range of early childhood education courses at various levels, and I currently teach several Master of Applied Professional Studies courses. I am editorial board member for Early Education and Development, and New Zealand International Research in Early Childhood Education.

My current research interests include professional standards for teachers, teacher qualities, assessment for learning, curriculum and pedagogy, learning dispositions, research methods.

Research Publications and Outputs

Refereed Journal Articles

  • 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. DOI: 10.1080/03004430.2018.1471472
  • Zhang, Q., Yin, J., Chen, H., Zhang, Q., & Wu, W. (2019). Emotional labour among early childhood teachers: Frequencies, antecedents and consequences. Journal of Research in Childhood Education, 1-18. DOI: 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. DOI: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. DOI: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. DOI: 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. DOI: 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. DOI: 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. DOI: 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 Chapter

  • Zhang, Q. (2020, forthcoming). 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 21st century. Singapore: Springer Nature.

Conference Proceeding

  • Zhang, Q. (2013). Why do New Zealand parents become involved in their children’s early childhood education? NZARE Conference & Annual Meeting 29-30 November 2012. Wellington, New Zealand: The New Zealand Association for Research in Education.
  • Conference Presentations
  • Zhang, Q. (2019). The Reggio Approach: Principles and questions yet to be answered. Invited presentation at the Jiangsu Reggio Alliance Symposium 2019, Nanjing, China, 11-14 December.
  • Zhang, Q. (2019). How do early childhood teachers conduct empirical studies utilizing pedagogical documentation? Invited presentation at the 6th China Early Childhood Education Conference (CECEC), Hangzhou, China, 30 November - 3 December.
  • Zhang, Q., & Ruha, M. (2018). A cross-disciplinary comparison of the approach to developing work ready plus graduates. Invited presentation at the AKO Aoteroa National Project Fund Colloquium 2018, Wellington, New Zealand, 7 November.
  • Zhang, Q. (2018). Introducing a comprehensive approach to assessment of learning in early childhood education. Invited presentation at the 5th China Early Childhood Education Conference (CECEC), Hangzhou, China, 1-4 December.
  • Zhang, Q., Ruha, M., Mischewski, T., & Sadler, J. (2017). A cross-disciplinary comparison of the approach to developing work ready plus graduates. Invited presentation at the AKO Aoteroa NPF Projects in Progress Colloquium VII, Museum of New Zealand - Te Papa Tongariwa, Wellington, New Zealand, 9 November.
  • Zhang, Q. & Hollis, E. (2017). Learning stories as assessment and pedagogy in early childhood: Findings from our recent study. Oral presentation at the World Forum on Early Care and Education, Auckland, New Zealand 9-12 May.
  • Zhang, Q. (2017). A New Zealand approach to observing and guiding young children’s learning. Invited presentation at the 4th China Early Childhood Education Conference (CECEC), Xiamen, China, 25-26 November.
  • Zhang, Q. (2016). Reconciling the multiple voices on quality of early childhood education and care centres in New Zealand. Oral presentation at the 24th International Reconceptualizing Early Childhood Education Conference, Taupo, New Zealand 30 October - 3 November.
  • Zhang, Q., & Morrison, V. (2016). Introducing an innovative model of assessment of learning and development in early childhood education. Oral presentation at the Early Childhood Council Annual Conference, Rotorua, New Zealand 27-29 May.
  • Zhang, Q. (2016). Disputes and dilemmas in education review of early childhood services in New Zealand. Invited presentation at the 3rd China Early Childhood Education Conference (CECEC), Guangzhou, China, 3-5 December.
  • Zhang, Q. (2015). Defining meaningfulness: Enabling pre-schoolers to get the most out of parental involvement. Oral presentation at the Australian Research Alliance for Children and Youth conference ‘Coming Together for Australia’s Children - Creating Conditions for Children to Flourish’, Hobart, Tasmania, Australia 24-26 June.
  • Zhang, Q. (2012). Why do NZ parents participate in early childhood education? Oral presentation at the New Zealand Association for Research in Education (NZARE) Conference, Hamilton, New Zealand 29-30 November.
  • Zhang, Q. (2012). A comparative study on parental involvement in early childhood education among Chinese immigrant and mainstream New Zealand parents. Oral presentation at the 49th Annual New Zealand Childcare Association Conference, Dunedin, New Zealand 30 June - 2 July.
  • Zhang, Q. (2012). Parental involvement in early childhood education among parents in New Zealand. Oral presentation at the 13th New Zealand Early Childhood Research Conference, Wellington, New Zealand 26 - 28 January.
  • Zhang, Q. (2011). Parenting beliefs of Chinese immigrant and non-Chinese parents in early childhood. Poster presentation at the 17th Biennial Australasian Human Development Association Conference, Dunedin, New Zealand 4 – 6 July.

Postgraduate Supervision

  • Gurleen Kaur, Teachers’ perspectives on the role of ICTs in enhancing students’ learning (Main Supervisor - Master of Applied Professional Studies, Completed, 2019)
  • Jane Puckey, Nurse Educators’ perceptions of virtual reality simulation (Main Supervisor - Master of Applied Professional Studies, Completed, 2019)
  • Helen van Toor, Enhanced formative classroom observations to support teaching practices for newly appointed tertiary educators (Main Supervisor - Master of Applied Professional Studies, Completed, 2019)
  • Jayne Conning, Supporting dyslexic learners: An autoethnographic account of a parent and educator (Main Supervisor - Master of Applied Professional Studies, Completed, 2018)
  • Sandra Crawford, Perspectives of nurse educators on transitioning from a nurse clinician role to a nurse educator role (Main Supervisor - Master of Applied Professional Studies, Completed, 2018)
  • Aneta Nawainilaga, Learning stories: More than meeting the eye (Main Supervisor - Master of Teaching in Early Childhood, Completed, 2017)

Research Grants/Funding

  • Funder: Ako Aotearoa

Amount: NZ$116,276
Project: A cross-disciplinary comparison of the approach to developing work ready plus graduates, National Project Fund RFP17-206)
Role: Project Lead/Principal Investigator
Status: In progress

  • Funder: Toi Ohomai Research and Enterprise Fund (#18029)

Amount: NZ$1,800
Project: Navigating the theory-practice gap: A cross-disciplinary inquiry from the practitioner education programmes
Role: Principal Investigator
Status: Completed in 2019

  • Funder: Toi Ohomai Research and Enterprise Fund (#17004)   

Amount: NZ$2,000
Project: Weaving Te Whāriki into a “local” curriculum: A probe into the mechanism
Role: Principal Investigator
Status: Completed in 2018

  • Funder: Wairiki Research Fund (#1601033)

Amount: NZ$3,610
Project: From theory to practice and from practice to theory: An inquiry into the Master of Teaching in ECE programmes
Role: Principal Investigator
Status: Completed in 2017

  • Funder: Waiariki Research Fund (#1601012)

Amount: NZ$4,919.20
Project: Reclaiming the missing pieces of the professionalism puzzle in early childhood education in NZ
Role: Principal Investigator
Status: Completed in 2016

  • Funder: Waiariki Research Fund (#1501053

Amount: NZ$4,355
Project: Discovering and appraising an innovative model for assessment of learning in early childhood education in New Zealand
Role: Principal Investigator
Status: Completed in 2016

  • Funder: Waiariki Research Fund (#1501002)

Amount: NZ$4,976
Project: Negotiating the multiple meanings of quality in early childhood education
Role: Principal Investigator
Status: Completed in 2015

  • Funder: Waiariki Research Fund (#080997

Amount: NZ$1,710
Project: Defining “meaningfulness”: Enabling pre-schoolers to get the most out of parental involvement 
Role: Principal Investigator 
Status: Completed in 2014

 

Editorial Board Member

  • New Zealand International Research in Early Childhood Education (2019)
  • Guest Editor Volume 22 Issue 2 (Special Issue)
  • Early Education and Development (2018-2020)
  • New Zealand International Research in Early Childhood Education (2017-2020)

Editorial Reviewer

  • Journal of Teacher Education
  • Early Childhood Research Quarterly
  • NZ International Research in Early Childhood Education
  • International Journal of Early Childhood;
  • Early Education and Development
  • Early Childhood Folio
  • NZARE Conference abstract review
  • Journal of Early Childhood Literacy
  • Asia Pacific Research in Early Childhood Education
  • National Tertiary Learning and Teaching Conference abstract review

Honours and Awards

  • Quality Category B (2019), Performance Based Research Fund (PBRF) Quality Evaluation, Tertiary Education Commission, New Zealand
  • The Outstanding Contribution in Reviewing Award (2016), Early Childhood Research Quarterly
  • The Excellence in Research and Enterprise Award (2015), Toi Ohomai Institute of Technology, Rotorua, New Zealand 
  • The Excellence in Teaching and Learning Award (2015), Toi Ohomai Institute of Technology, Rotorua, New Zealand (with the ECE teaching team) 
  • The Emerging Researcher Award (2014), Toi Ohomai Institute of Technology, Rotorua, New Zealand
  • The Bestselling Title in China Publishing Industry 2012-2013 (2013), The Books and Periodicals Distribution Association of China 
  • The Postgraduate Student Award for Excellent Presentation (2011), The 17th Australasian Human Development Association Conference, Dunedin, New Zealand 4-6 July

Contact information