人文学院研究人员 - 张乐瑄博士
人文学院研究人员 - 张乐瑄博士
文化与创意艺术学系研究助理教授
研究领域：
- Cultural and Creative Arts
Hello, I’m Le-Xuan, and I’m excited to connect with both current and prospective students. My research areas include transdisciplinary approaches, student-centered pedagogy, and lesson implementation and assessment in music education. Whether you’re just starting your research or are further along in your studies, I’m here to support and discuss any ideas or challenges you might have. If you’re interested in exploring any of these topics, you’re more than welcome to reach out to me. I believe that open dialogue and collaboration are key to academic success, and I look forward to engaging in meaningful conversations about your research interests and goals!
Selected Publications:
- Zhang, L. X., Yan, Z., & Wang, X. (2025). Understanding music teachers’ formative assessment intention and implementation: A Chinese Mainland context. International Journal of Music Education, 02557614251315461.
- Zhang, L. X., Qiu, Y., Dong, J., & Zou, Y. (2025). Implementation strategies and challenges of formative assessment: interview study of primary and secondary school music teachers. China Music Education, 3, 5-14.
- Zhang, L. X., Yang, Y., & Leung, B. W. (2025). Innovative music classroom teaching in China. In T. Ehmke & C. K. Lee (Eds.), Innovative teaching and classroom processes (Chapter 9). Routledge.
- Zhang, L. X., & Leung, B. W. (2024). Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education. British Journal of Music Education, 42(1), 65-79.
- Zhang, L. X. (2024). A literature review of the implementation of student-centered education in Chinese mainland school music education. In W. Brooks & M. M. DeAmbrose (Eds.), Proceedings of the 2024 International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC) (pp. 57-75). International Society for Music Education.
- Zhang, L. X., & Leung, B. W. (2024). Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education. British Journal of Music Education, 1-15. https://doi.org/10.1017/S0265051724000214
- Yang, Y., & Zhang, L. X. (2023). Building professional resilience: School music teachers’ instructional practice development under curriculum reform. Research Studies in Music Education, 1321103X231209692. https://doi.org/10.1177/1321103X231209692
- Zhang, L. X., & Leung, B. W. (2023). Context matters: adaptation of student-centred education in China school music classrooms. Music Education Research, 25(4), 418-434. https://doi.org/10.1080/14613808.2023.2230587
- Zhang, L. X., Leung, B. W., & Yang, Y. (2023). From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China. International Journal of Music Education, 41(2), 271-287. https://doi.org/10.1177/02557614221107170
- Zhang, L. X., & Hebert, D. G. (2023). Beyond Education: A Comparison of Tagore and Hu Shih’s Educational Philosophies. In Comparative and Decolonial Studies in Philosophy of Education (pp. 89-105). Singapore: Springer Nature Singapore.
- Zhang, L. X., & Leung, B. W. (2023). Context matters: adaptation of student-centred education in China school music classrooms. Music Education Research, 25(4), 418-434.
- Zhang, L. X., Leung, B. W., & Yang, Y. (2023). From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China. International Journal of Music Education, 41(2), 271-287.
- Yang, Y., & Zhang, L. X. (2023). Building professional resilience: School music teachers’ instructional practice development under curriculum reform. Research Studies in Music Education, 47(1), 89-108.
- Zhang, L. X., & Hebert, D. G. (2023). Beyond Education: A Comparison of Tagore and Hu Shih’s Educational Philosophies. In Comparative and Decolonial Studies in Philosophy of Education (pp. 89-105). Singapore: Springer Nature Singapore.
- Zhang, L. X. (2022). Chinese music teachers’ perceptions and interpretations of student-centered education: A multiple case study. In L. Chen-Hafteck & W. Brooks (Eds.), Proceedings of the 2022 International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC) (pp. 43-57). International Society for Music Education.