Zhengmei Peng
Biographic Data
| ID | 3916751 |
|---|---|
| NAME | Zhengmei Peng |
| GIVEN NAMES | Zhengmei |
| FAMILY NAME | Peng |
| SIGNATURE | PENG Z |
| AFFILIATIONS | East China Normal University |
| ORCID | 0000-0002-6085-9461 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross‐Disciplinary Classrooms
Higher education institutions are increasingly promoting cross‐disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' per…
‘I Am Because We Are’: An Ubuntu perspective on teacher motivation in Ghana's low‐fee private schools
This study investigates the policy paradox in Ghana's rural low‐fee private schools (LFPSs), where policies grounded in Western motivational theories threaten the sustainability of the local teaching force. Using a phenomenological case study design, we employed the indigenous Ubuntu–Nhorowondo framework to demonstrate why uncertified ‘grey area’ teachers remain profoundly motivated to teach despite precarious conditions. Drawing on virtual in‐de…
Threat or necessity: An analysis of the development of International Baccalaureate education in Shanghai
With the global expansion of International Baccalaureate (IB), tensions have emerged between IB and the national education systems. This poses challenges to international education governance in many countries. In mainland China, IB programmes have rapidly become more prevalent since their introduction in 1991. However, new policies have imposed censorship and restrictions on international programmes regarding international education as a potenti…
Pursuing competencies’ or ‘pursuing scores’? High school teachers' perceptions and practices of competency-based education reform in China
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland
Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first centur…
Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study
This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and …
Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School
This study focuses on “circle time,” an innovative technique to promote classroom organization in primary schools across Germany and the rest of the world. Unlike previous research which primarily emphasizes on the functional and instrumental dimensions of circle time, the current study examines the non-cognitive aspects that emerged “in the middle” of circles. Since 2013, an ethnographic study has been conducted in a progressive pedagogy (Reform…
Moral priority or skill priority: A comparative analysis of key competencies frameworks in China and the United States
China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencies required of 21st century students. This study compares the rationales, content, and curricula design of both countries’ key competencies frameworks and explores the possibility of reciprocal learning. Although their frameworks have certain similaritie…
Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy
Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transformation of society and individuals in unpredicted and unlimited ways. However, there is paucity of research on the agent aspect of catastrophe in the eco-pedagogy literature. This article addresses this gap by reconceptualizing the possibility of uncer…
Philosophy of Education in a New Key: East Asia
Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin
Extending critical race theory to Chinese education: Affordance and constraints
Gang ZhuInstitute of International and Comparative Education, East China Normal University, ChinaThis Forum discusses the affordances and constraints of applying critical race theory (CRT) to the C
Ethisch-moralische Kompetenz als Teil öffentlicher Bildung: Der Berliner Ansatz zur Konstruktion und Erhebung ethisch-moralischer Kompetenzniveaus im öffentlichen Erziehungs- und Bildungssystem mit ei…
Ethisch-moralische Kompetenz ist ein unverzichtbarer Bestandteil öffentlicher Bildung und als solcher auf eine Thematisierung im öffentlichen Erziehungssystem angewiesen. Ein international validiertes Testinstrument erlaubt es, ethisch-moralische Kompetenzen von Schülerinnen und Schülern am Ende der Sekundarstufe I sowie in der gymnasialen Oberstufe in den Teilkompetenzen ethisch-moralische Grundkenntnisse, Urteils- und Handlungsentwurfskompetenz…
Bildung - Moral - Demokratie: Theorien und Konzepte moralischer Erziehung und Bildung und ihre Beziehungen zu Ethik und Politik
Welche Bedeutung haben positive und negative Moralität für die Erziehung im Spannungsfeld von Bildung, Moral und Politik tatsächlich? Abstimmungsprobleme zwischen pädagogischen, moralischen und politischen Handlungskonzepten gibt es auch noch in neuzeitlichen und modernen Diskursen über Bildung, Moral und Politik. Thema sind dort theorie- und problemgeschichtliche Grundlagenfragen einer Ausdi-ferenzierung moralischer Kompetenz in die Teilkompeten…
Philosophy of Education in a New Key: East Asia
Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin
Extending critical race theory to Chinese education: Affordance and constraints
Gang ZhuInstitute of International and Comparative Education, East China Normal University, ChinaThis Forum discusses the affordances and constraints of applying critical race theory (CRT) to the C
Moral priority or skill priority: A comparative analysis of key competencies frameworks in China and the United States
China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencies required of 21st century students. This study compares the rationales, content, and curricula design of both countries’ key competencies frameworks and explores the possibility of reciprocal learning. Although their frameworks have certain similaritie…
Pursuing competencies’ or ‘pursuing scores’? High school teachers' perceptions and practices of competency-based education reform in China
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland
Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first centur…
Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy
Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transformation of society and individuals in unpredicted and unlimited ways. However, there is paucity of research on the agent aspect of catastrophe in the eco-pedagogy literature. This article addresses this gap by reconceptualizing the possibility of uncer…
Bildung - Moral - Demokratie: Theorien und Konzepte moralischer Erziehung und Bildung und ihre Beziehungen zu Ethik und Politik
Welche Bedeutung haben positive und negative Moralität für die Erziehung im Spannungsfeld von Bildung, Moral und Politik tatsächlich? Abstimmungsprobleme zwischen pädagogischen, moralischen und politischen Handlungskonzepten gibt es auch noch in neuzeitlichen und modernen Diskursen über Bildung, Moral und Politik. Thema sind dort theorie- und problemgeschichtliche Grundlagenfragen einer Ausdi-ferenzierung moralischer Kompetenz in die Teilkompeten…
Ethisch-moralische Kompetenz als Teil öffentlicher Bildung: Der Berliner Ansatz zur Konstruktion und Erhebung ethisch-moralischer Kompetenzniveaus im öffentlichen Erziehungs- und Bildungssystem mit ei…
Ethisch-moralische Kompetenz ist ein unverzichtbarer Bestandteil öffentlicher Bildung und als solcher auf eine Thematisierung im öffentlichen Erziehungssystem angewiesen. Ein international validiertes Testinstrument erlaubt es, ethisch-moralische Kompetenzen von Schülerinnen und Schülern am Ende der Sekundarstufe I sowie in der gymnasialen Oberstufe in den Teilkompetenzen ethisch-moralische Grundkenntnisse, Urteils- und Handlungsentwurfskompetenz…
Extending critical race theory to Chinese education: Affordance and constraints
Gang ZhuInstitute of International and Comparative Education, East China Normal University, ChinaThis Forum discusses the affordances and constraints of applying critical race theory (CRT) to the C
Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study
This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and …
Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School
This study focuses on “circle time,” an innovative technique to promote classroom organization in primary schools across Germany and the rest of the world. Unlike previous research which primarily emphasizes on the functional and instrumental dimensions of circle time, the current study examines the non-cognitive aspects that emerged “in the middle” of circles. Since 2013, an ethnographic study has been conducted in a progressive pedagogy (Reform…
Moral priority or skill priority: A comparative analysis of key competencies frameworks in China and the United States
China and the US have responded to the challenges of a knowledge-based society, technological advancement, and global competition by implementing educational reforms to impart skills or competencies required of 21st century students. This study compares the rationales, content, and curricula design of both countries’ key competencies frameworks and explores the possibility of reciprocal learning. Although their frameworks have certain similaritie…
Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy
Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transformation of society and individuals in unpredicted and unlimited ways. However, there is paucity of research on the agent aspect of catastrophe in the eco-pedagogy literature. This article addresses this gap by reconceptualizing the possibility of uncer…
Philosophy of Education in a New Key: East Asia
Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland
Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first centur…
Threat or necessity: An analysis of the development of International Baccalaureate education in Shanghai
With the global expansion of International Baccalaureate (IB), tensions have emerged between IB and the national education systems. This poses challenges to international education governance in many countries. In mainland China, IB programmes have rapidly become more prevalent since their introduction in 1991. However, new policies have imposed censorship and restrictions on international programmes regarding international education as a potenti…
Pursuing competencies’ or ‘pursuing scores’? High school teachers' perceptions and practices of competency-based education reform in China
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross‐Disciplinary Classrooms
Higher education institutions are increasingly promoting cross‐disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' per…
‘I Am Because We Are’: An Ubuntu perspective on teacher motivation in Ghana's low‐fee private schools
This study investigates the policy paradox in Ghana's rural low‐fee private schools (LFPSs), where policies grounded in Western motivational theories threaten the sustainability of the local teaching force. Using a phenomenological case study design, we employed the indigenous Ubuntu–Nhorowondo framework to demonstrate why uncertified ‘grey area’ teachers remain profoundly motivated to teach despite precarious conditions. Drawing on virtual in‐de…
Pedagogy (8 works) · Political science (8 works) · Sociology (8 works) · Psychology (7 works) · China (5 works) · Mathematics education (5 works) · Global Education and Multiculturalism (4 works) · Global Educational Policies and Reforms (4 works) · Higher education (4 works) · Philosophy (4 works)