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Ke Zheng

Ke Zheng

Institute of Curriculum and Instruction

East China Normal University

Shanghai, P. R. China, 200062

 (86) 21-62233405 (O)


Main research field:

Curriculum reform; Education policy; Sociology of curriculum; New institutionalism in education

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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


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 Students 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 Review11: 108-127. In Chinese

Ke, Z. (2012). Education and students’ upward social mobility needs. Research in Educational Development6: 23-27. In Chinese

Ke, Z. (2011). How does the teachers’ cultural cognition influence the curriculum policy implementing. Global Education3:39-48. In Chinese

Ke, Z. (2011). The native conception of teacher professional development. Research in educational Development18: 48-56. In Chinese

Ke, Z. (2009). An analysis of educational supervision in curriculum reform. Research in educational Development10: 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) 

Sociology of Curriculum Policy (Postgraduate Level)