Le-Xuan Zhang
Biographic Data
| ID | 7519084 |
|---|---|
| NAME | Le-Xuan Zhang |
| GIVEN NAMES | Le-Xuan |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG -X |
| AFFILIATIONS | The Education University of Hong Kong, Hong Kong |
| ORCID | 0000-0002-4394-7734 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Technology, pedagogy, and feedback
This study examines how digital feedback is associated with mathematics-specific self-regulated learning (SRL) processes. Using PISA 2022 data, study 1 analyzes how three feedback sources (teacher, peer, automated) are associated with mathematics achievement through two SRL components (self-efficacy and proactive behaviour) among 309,256 students across 52 countries/economies. Results show that teacher feedback is positively associated with both …
From policy to practice
Formative assessment, rooted in constructivist and student-centred theory, is increasingly promoted in Chinese curriculum policies, yet its implementation in Chinese music education remains under-researched. This study addresses that gap through a longitudinal qualitative design, following twelve motivated public school music teachers in a well-resourced region of China. Based on two rounds of interviews conducted over two years, it explores shif…
Mapping formative assessment in higher music education
Formative assessment plays a crucial role in education by enabling teachers and students to gather detailed information about students’ learning progress and provide feedback to enhance learning. Despite growing interest in formative assessment across disciplines, its application and impact in higher music education remain underexplored. This scoping review addresses this gap by systematically mapping the landscape of formative assessment practic…
Building professional resilience
This study used a mixed-methods approach to investigate the characteristics and development of teachers’ resilience profiles during ongoing school music curriculum reforms in mainland China. During a 12-month voluntary teacher development project, seven mid-career schoolteachers based in Shenzhen City, South China, helped collect longitudinal data on their resilience profiles and instructional practices. Inspired by Mansfield’s resilience model, …
Understanding music teachers’ formative assessment intention and implementation
Formative assessment is essential in music education as it supports the music learning process, which relies mostly on feedback from self and others to improve performance. Despite growing interest in formative assessment across various subjects, there is a lack of empirical evidence on how it is applied specifically in music education. Given the crucial role of teachers in the effective implementation of formative assessment, this study aims to …
From Dance to Science”
Research Findings: This case study explored the feasibility of transdisciplinary, dance-based STEAM education in a Chinese kindergarten using an exploratory design-based research approach. Six teachers co-designed six dance-based STEAM lesson plans over two iterative cycles, integrating Dance with STEM subjects. Data included video-recorded lessons of 54 children (ages 3–6), analyzed via time-event coding, and two rounds of teacher interviews (im…
Context matters
In the twenty-first century, there has been significant discussion worldwide about students and their learning processes. This study, designing with a student-centred education (SCE) training for three school music teachers over the nine weeks, aims to fill a gap left by the inadequate number of empirical studies examining the implementation of music lessons in China in an SCE era; it also aims to support a global understanding of SCE’s pedagogic…
From theory to practice
Demonstration lessons are used in China to provide models of quality music instruction. However, to date, no research has been done on the quality of demonstration lessons and how this relates to the improvement of school music education in China. This content analysis provides an insight into China’s music demonstration lesson implementation and its contextual adaptation for student-centered education (SCE). A total of 19 music demonstration les…
No prominent works on this page.
Context matters
In the twenty-first century, there has been significant discussion worldwide about students and their learning processes. This study, designing with a student-centred education (SCE) training for three school music teachers over the nine weeks, aims to fill a gap left by the inadequate number of empirical studies examining the implementation of music lessons in China in an SCE era; it also aims to support a global understanding of SCE’s pedagogic…
From theory to practice
Demonstration lessons are used in China to provide models of quality music instruction. However, to date, no research has been done on the quality of demonstration lessons and how this relates to the improvement of school music education in China. This content analysis provides an insight into China’s music demonstration lesson implementation and its contextual adaptation for student-centered education (SCE). A total of 19 music demonstration les…
Building professional resilience
This study used a mixed-methods approach to investigate the characteristics and development of teachers’ resilience profiles during ongoing school music curriculum reforms in mainland China. During a 12-month voluntary teacher development project, seven mid-career schoolteachers based in Shenzhen City, South China, helped collect longitudinal data on their resilience profiles and instructional practices. Inspired by Mansfield’s resilience model, …
Understanding music teachers’ formative assessment intention and implementation
Formative assessment is essential in music education as it supports the music learning process, which relies mostly on feedback from self and others to improve performance. Despite growing interest in formative assessment across various subjects, there is a lack of empirical evidence on how it is applied specifically in music education. Given the crucial role of teachers in the effective implementation of formative assessment, this study aims to …
From Dance to Science”
Research Findings: This case study explored the feasibility of transdisciplinary, dance-based STEAM education in a Chinese kindergarten using an exploratory design-based research approach. Six teachers co-designed six dance-based STEAM lesson plans over two iterative cycles, integrating Dance with STEM subjects. Data included video-recorded lessons of 54 children (ages 3–6), analyzed via time-event coding, and two rounds of teacher interviews (im…
Technology, pedagogy, and feedback
This study examines how digital feedback is associated with mathematics-specific self-regulated learning (SRL) processes. Using PISA 2022 data, study 1 analyzes how three feedback sources (teacher, peer, automated) are associated with mathematics achievement through two SRL components (self-efficacy and proactive behaviour) among 309,256 students across 52 countries/economies. Results show that teacher feedback is positively associated with both …
From policy to practice
Formative assessment, rooted in constructivist and student-centred theory, is increasingly promoted in Chinese curriculum policies, yet its implementation in Chinese music education remains under-researched. This study addresses that gap through a longitudinal qualitative design, following twelve motivated public school music teachers in a well-resourced region of China. Based on two rounds of interviews conducted over two years, it explores shif…
Mapping formative assessment in higher music education
Formative assessment plays a crucial role in education by enabling teachers and students to gather detailed information about students’ learning progress and provide feedback to enhance learning. Despite growing interest in formative assessment across disciplines, its application and impact in higher music education remain underexplored. This scoping review addresses this gap by systematically mapping the landscape of formative assessment practic…
China (5 works) · Diverse Music Education Insights (5 works) · Mathematics education (5 works) · Music education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Political science (4 works) · Sociology (4 works) · Formative assessment (3 works) · Student Assessment and Feedback (3 works)