Editorial Board

• International Journal of Chinese Language Teaching (IJCLT): https://www.clt-international.org/

SSCI Journal Paper Reviewer

• International Journal of Educational Research [SSCI; Five-year Impact Factor: 3.3; 126/759; Q1]: 4/August/2023
• Journal of Second Language Writing [SSCI; Five-year Impact Factor: 7; 4/194; Q1]: 29/Jan/2024
• Reading and Writing [SSCI; Five Year Impact Factor: 3.0; 123/269; Q2]

• Journal of Literacy Research [SSCI; Five-year Impact Factor: 3.2; 30/73; Q2]

AERA Annual Meeting Conference Paper Reviewer

• 2023 & 2024 AERA Annual Meeting:
  • SIG-Studying and Self-Regulated Learning;
  • Division C – Learning and Instruction/Division C – Section 1a: Literacy
• 2017 AERA Annual Meeting, Division C – Learning and Instructions/Division C – Section 1a: Literacy

Community Service

• The President of the Associaçao De Literatura Infantil De Macau (澳門兒童文學協會會長). The association aims to promote the appreciation and creation of Macao Children’s literature.
• “STEAM x Picture books x Storytelling” at the Macau Science Center (the organizer and a mentor)
• Demonstrating the teaching of picture book reading in Macao schools (K2 to Grade 8)
• School-based Curriculum Development for Chinese Language Arts in Macao Schools
• School-based In-service Teacher Training for Classroom Management
• Member: DSEJ Award Scheme on Instructional Design and Open Class of Teaching Chinese Language in Primary Education
• Speaker:

1. Was invited by Chongqing Normal University to give a speech entitled “Research on teaching Chinese language arts with picture books” and share teaching and research experience with professors on 3-5 June 2021
2. Was invited by East China Normal University [在線發言學者: 2020年11月24日於上海華東師範大學教師教育學院語文教育研究所舉辦的“高峰論壇暨祝賀華東師範大學語文教育研究所成立”，針對語文教育熱點進行發言]
3. Was invited by School of Humanities, Shanghai Normal University to offer suggestions for the teaching of speaking & listening and the teaching materials published [主題發言人: 2019年11月4日於上海師範大學舉辦的”口語交際教學理論與實踐”研討暨新書發表會中進行主題發言]

• Lectures:

1. Offered a 5-hour workshop entitled“小學寫作教學校本課程發展”at the Affiliated School of the University of Macau (澳門大學附屬應用學校) in June 2023
2. Had a lecture entitled Teaching Chinese Language Arts in Grades 6-7 (Successful Transition from Primary to Secondary School) on 11 June 2021 for DSEDJ
3. Gave a 2-hour speech entitled“能力本位的寫作教學”at the Affiliated School of the University of Macau (澳門大學附屬應用學校) in 20 April 2021
4. Gave a 3-hour speech entitled“求真的寫作教學”at the Affiliated School of the University of Macau (澳門大學附屬應用學校) on 18 Feb 2021
5. 27/OCT/2018 Topic: 營造學生幸福感:增進師生關係與同儕關係 [Building Happiness: Increasing the relationships between peers, and teachers and students], 中國澳門教育及青年發展局, [Education and Youth Affairs Bureau], Macao, China
6. 14/OCT/2017 Topic: 如何處理違規行為：運用策略，以愛支持孩子學習自我管理 [How to respond to inappropriate or disruptive behavior: using strategies to support children to self-manage], 中國澳門教育及青年發展局 [Education and Youth Affairs Bureau, Macao, China]
7. 04/Dec/2015 Topic: 大中華地區的閱讀與寫作教學 [Reading & Writing Instruction in the Greater China Region], 臺北市教師研習中心 [Taipei Teachers In-Service Center]

Index Journals

Zhou, Z., Graham, S., & Hsiang, T. P. (2023). Teaching Chinese characters to first and second graders during the first Covid-19 school closure in China: An observational study. Reading and Writing, 36(9), 2465-2498. https://doi.org/10.1007/s11145-022-10398-9 [SSCI, Impact Factor: 2.5]

Hsiang, T. P., Graham, S., Liu, X., & Zhou, Z. (2023). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing, 36(7), 1651–1684. https://doi.org/10.1007/s11145-022-10336-9 [SSCI, Impact Factor: 2.5]

Graham, S., Hsiang, T. P., Ray, A., Zheng, G., & Hebert, M. (2022). Predicting efficacy to teach writing: The role of attitudes, perceptions of students’ progress, and epistemological beliefs. Elementary School Journal, 123(1), 1-36. https://doi.org/10.1086/720640 [SSCI, Impact Factor: 1.789]

Hsiang, T. P., Graham, S., Wang, Z., Wang, C., & Skar, G. B. (2022). Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and Writing, 35(8), 1975–2014. https://doi.org/10.1007/s11145-022-10288-0 [SSCI, Impact Factor: 2.795]

Hsiang, T. P., Graham, S., Wang, Z., & Gong, Y. (2021). How Chinese characters are taught: An analysis of three popular textbooks used in Macao. Technology, Knowledge and Learning, 26(2), 355–381. https://doi.org/10.1007/s10758-021-09492-8 [ESCI]

Hsiang, T. P., Graham, S., & Yang, Y.-M. (2020). Teachers’ practices and beliefs about teaching writing: A comprehensive survey of grades 1 to 3 teachers. Reading and Writing, 33(10), 2511–2548. https://doi.org/10.1007/s11145-020-10050-4 [SSCI, Impact Factor: 2.795]

Gong, Y., Ma, M., Hsiang, T. P., & Wang, C. (2020). Sustaining international students’ learning of Chinese in China: Shifting motivations among New Zealand students during study abroad.

Sustainability, 12(15), 6289. https://doi.org/10.3390/su12156289 [SSCI, Impact Factor: 3.889]

Hsiang, T. P., Graham, S., & Wong, P. M. (2018). Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia. Reading Research Quarterly, 53(4), 473-507. https://doi.org/10.1002/rrq.213 [SSCI, Impact Factor: 4.957]

Hsiang, T. P., & Graham, S. (2016). Teaching writing in grades 4 to 6 in urban schools in the Greater China Region. Reading and Writing, 29(5), 869-902. https://doi.org/10.1007/s11145-015-9597-5 [SSCI, Impact Factor: 2.795]

向天屏、王志勝（2016）。五年級兒童記敘文寫作修辭格表現分析—以澳門一所學校為例。華語文教學研究， 13 (1)，69-109。[Hsiang, T. P., & Wang, Z. (2016). The utilization of rhetorical devices by fifth grade students in Chinese narrative writing: A case in one school in Macao. Journal of Chinese Language Teaching, 13 (1), 69-109.] [TSSCI & THCI] http://ericdata.com/tw/detail.aspx?no=265431

Non-Index Journals (Refereed)

向天屏（2022）。我們的高等教育培育了中小學需要的寫作教師了嗎？ [Does higher education prepare writing teachers well for elementary and middle schools?] 澳門研究 [Journal of Macau Studies]，102(1)，87-103。https://www.macaudata.mo/showbook?bno=j360102

向天屏、王志勝、龔陽（2020）。雙語教育下小學漢字教學的挑戰與因應: 澳門的研究發現與啟示。臺灣教育評論月刊，9(10), 60-70。[Hsiang, T. P., Wang, Z., & Gong, Y. (2020). Facing the challenges of teaching Chinese characters in bilingual primary schools: A study of Macao and its implications. Taiwan Educational Review Monthly, 9(10), 60-70.] http://www.ater.org.tw/journal/article/9-10/topic/12.pdf

向天屏（2019）。臺灣108課綱國語文領綱對澳門小學漢字教學的啟示。臺灣教育評論月刊，8（10），71-78。[Hsiang, T. P. (2019). Inspiration from Taiwan’s 108 General Guidelines (Mandarin Chinese area) for teaching Chinese characters in Macao. Taiwan Educational Review Monthly, 8(10), 71-78.] ISSN: 2225-7209 http://www.ater.org.tw/journal/article/8-10/topic/13.pdf

向天屏（2017）。培養華語幼兒的寫作力：從美國《各州共同核心標準》談起。教育研究月刊， 279，74-95。doi:10.3966/168063602017070279006 [Hsiang, T. P. (2017). Developing Chinese language children’s writing ability in kindergarten: A discussion based on the Common Core State Standards. Journal of Education Research, 279, 74-95. doi:10.3966/168063602017070279006] [獲臺灣圖書館評審為2017年「臺灣最具影響力學術資源」最具影響力人社期刊：教育學學門第1名, ProQuest, Google Scholar, & ERICDATA高等教育知識庫]

向天屏（2017）。鞏固偏鄉小學的閱讀與寫作教學：從強化督學權能做起。臺灣教育評論月刊，6(9)，86-89。[Hsiang, T. P. (2017). Consolidate reading and writing instruction in rural area: Strengthen the power of superintendents of schools. Taiwan Educational Review Monthly, 6(9), 86-89.]

向天屏（2012）。小學語文科詩歌教材的比較研究：以中國內地與澳門版教科書為例。澳門研究，3，145-160。[Hsiang, T. P. (2012). A comparative study on primary school poetry teaching materials with examples of Chinese language textbooks edited for Mainland China and Macao. Journal of Macau Studies, 3, 145-160.]

向天屏（2005）。女性主義教育學的理論基礎及其在教學上的啟示。中等教育，56(1)，68-85。[Hsiang, T. P. (2005). The theory of feminist pedagogy and its influence on teaching. Secondary Education, 56(1), 68-85.]

向天屏（2002）。網路化教學的理論基礎及其在教學上的應用。人文及社會學科教學通訊，13(1)，123-135。[Hsiang, T. P. (2002). Web-based instruction: theory and practice. Newsletter for Teaching the Humanities and Social Sciences, 13(1), 123-135.]

向天屏（2002）。國中小學生成就目標導向、學習策略使用與學業成就關係之研究。彰化師大教育學報，2，123-170。[Hsiang, T. P. (2002). The relationships among achievement goal orientations, learning strategies, and academic performance of middle and primary school students. Journal of Education Changhua University of Education, 2, 123-170.]

向天屏（2001）。自我跛足策略的理論基礎及其對教學的啟示。教育研究資訊，9(6)，1-24。[Hsiang, T. P. (2001). The theory of self-handicapping strategies and their influence on teaching. Educational Research & Information, 9(6), 1-24.]

向天屏（2001）。國中小學生使用自我跛足策略之研究。國教學報，13，211-250。[Hsiang, T. P. (2001). A study on using self-handicapping strategies of middle and primary school students. Journal of Elementary Education, 13, 211-250.]

向天屏（2001）。親子衝突與因應策略。輔導通訊，67，60-63。[Hsiang, T. P. (2001). How to solve the parent-adolescent conflict? The Guidance Information of High School in Taiwan Province, 67, 60-63.]

Book Chapters (Refereed)

Hsiang, T. P. (2023). Teaching reading and writing in primary grades in Macao: A qualitative study. In X. Liu, M. Hebert, & R. A. Alves (Eds.), The Hitchhiker’s guide to writing research: A festschrift for Steve Graham (pp. 313-332). Literacy Studies, 25. Springer, Cham. https://doi.org/10.1007/978-3-031-36472-3_17

向天屏（2022）。平衡取向的識字教學：實踐與反思。載於古文好、鄭綺明、向天屏（編），以識字為中心的課例研究：化地瑪聖母女子學校有效識字成果集。化地瑪聖母女子學校。

向天屏（2017）。小學語文科詩歌教材的比較研究：以中國內地與澳門版教科書為例。載於澳門人文社會科學研究文選(2012-2014)編委會（編），澳門人文社會科學研究文選 (2012-2014)（頁960-981）。澳門基金會。[Hsiang, T. P. (2017). A comparative study on primary school poetry teaching materials with examples of Chinese language textbooks edited for Mainland China and Macao. In the editorial board of “Selected Works of Social Sciences and Humanities of Macau (2012-2014)” (Ed.), Selected works of social sciences and humanities of Macau (2012-2014) (pp. 960-981). Foundation Macau.]

向天屏（2006）。Paulo Freire的教育理念及其對性別平等教育的啟示。載於陳麗華（主編），社會重建課程的理念與實踐：覺醒、增能與行動（頁231-251）。五南。[Hsiang, T. P. (2006). P. Freire’s pedagogy and its implications for gender equity education. In L. H. Chen (Ed.), The Theory and Practice of Social Reconstruction Curriculum: Awareness, Enrichment, and Activities (pp. 231-251). Wunan.]

Refereed Conference Proceedings/Presentations

Hsiang, T. P., Graham, S., Lin, C., & Wang, C. (2024, April 12). Grades 4 to 9 students’ perceptions of their digital citizenship and practices [Poster]. American Educational Research Association Annual Meeting, Philadelphia, PA, United States.

Zhou, Z., Graham, S., & Hsiang, T. P. (2023, April 14). Teaching Chinese characters to first and second graders during the first Covid-19 school closure in China: An observational study [Poster]. American Educational Research Association Annual Meeting.

向天屏（2021年9月28日）。 我們的高等教育培育了中小學需要的寫作教師了嗎？澳門大學40週年校慶──澳門高等教育的現狀與未來研討會，澳門大學。[Hsiang, T. P. (2021, September 29). Does higher education prepare writing teachers well for elementary and middle schools [Paper presentation]? Celebrating the 40th Anniversary of the University of Macau: Conference on the Current Situation and Future of Higher Education in Macao, University of Macau.]

Hsiang, T., Wang, Z., & Graham, S. (2020, Oct 15-18). Narrative writing performance of grades 7 to 9 students: A study in Macao [Meet the Researchers Poster Session]. ILA (International Literacy Association) 2020 conference. Columbus, OH, USA. (Conference Canceled)

Hsiang, T., Graham, S. & Yang, Y. (2020, Apr 17 – 21). Teachers’ Practices and Beliefs About Teaching Writing: A Comprehensive Survey of Primary-Grades Teachers [Paper Session]. AERA Annual Meeting. San Francisco, CA. http://tinyurl.com/uyk8jtb (Conference Canceled)

Hsiang, T. P., Graham, S. (2019, Oct). Teaching Writing to Middle School Students in Chinese Societies in Asia. Paper presented at the ILA (International Literacy Association) 2019 Conference. New Orleans, LA, U.S.A.

Hsiang, T. P., Graham, S., & Wong, P. M. (2018, April). Teaching writing in grades 7-9 in urban schools in the Chinese societies in Asia. Paper presented at 2018 Annual Meeting of American Educational Research Association (AERA). New York, NY, USA.

Hsiang, T. P., & Graham, S. (2014, June). Primary 4, 5, 6 Chinese Writing Activities: A survey in Beijing, Taipei City, and Macao. Paper presented at the Xi’an International Conference- American and Chinese education in a Global Context of the Chinese American Educational Research and Development Association’s (CAERDA), Xi’an, China.

Hsiang, T. P., & Graham, S. (2014, February). Primary 4, 5, 6 Chinese Writing Instruction: A survey in Beijing, Taipei City, and Macao. Paper presented at the Writing Research across Borders 2014 Conference of the International Society for the Advancement of Writing Research (ISAWR), Pairs.

向天屏（2013年3月）。小學語文科詩歌教材的比較研究：以兩種港編澳門版教科書為例。「香港亞洲研究學會第八屆研討會」發表之論文，香港教育學院。[Hsiang, T. P. (2013, March). A comparative study on primary school poetry teaching materials with examples of Chinese language textbooks edited by two Hong Kong publishers for Macao. Paper presented at the 8^th annual conference of the Asian Studies Association of Hong Kong, Hong Kong, China, The Hong Kong Institute of Education.]

向天屏（2011年12月）。兒童自我調整寫作歷程的分析—以文章品質分屬高、低的四位五年級學生為例。「處理學生學習差異國際會議：政策、實踐與研究」發表之論文，中國香港，香港教育學院。[Hsiang, T. P. (2011, December). Fifth-grade students’ self-regulated writing processes: the difference between students who can write high quality compositions and low quality compositions. Paper presented at the International Conference on Addressing Student Learning Diversity 2011, Hong Kong, China, The Hong Kong Institute of Education.]

向天屏（2011年11月）。五年級兒童記敘文寫作修辭格表現分析—以澳門一所學校為例。向天屏（主持人），課程與教學的對話。華人社會的教育發展系列研討會–教育對話，澳門大學，中國澳門。[Hsiang, T. P. (2011, November). The utilization of figures of speech by fifth grade students in Chinese narrative writing: a case in one school in Macao. In T. P. Hsiang (Chair), Dialogues on curriculum and instruction. Paper presented at the Conference Series on Education Development in Chinese Society-Dialogues on Education, Macao, China, University of Macau.]

Hsiang, T. P. (2010, December). Developing a self-regulated process-oriented writing instruction program for fifth grade classes: a case in one school in Macao. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong, China, The Hong Kong Institute of Education.

鄭嘉洲、向天屏（2008年11月）。青少年人格特質、賭博動機與賭博行為之探析。「華人社會的教育發展系列研討會-課程與教學改進」發表之論文，澳門，中國，澳門大學。[Cheang, K. C., & Hsiang, T. P. (2008, November). The relationships among personality traits, gambling motivation and gambling behavior of senior high school students: a literature review. Paper presented at the Conference Series on Education Development in Chinese Society-Curriculum and Instruction, Macao, China, University of Macau.]

Hsiang, T. P. (2007, November). The self-regulated writing process of fifth grade students in Taiwan. Paper presented at the 3^rd International Symposium on Quality Education, Macao, China, University of Macau.

Hsiang, T. P., Shan, W. J., & Mok, M. M. C. (2006, November). The practice of self-regulated process-oriented writing instruction in a primary-5 class. Paper Presented at the Asia-Pacific Educational Research Association Conference, Hong Kong, China, The Hong Kong Institute of Education.

向天屏（2005年5月）。從Eisner的「美感認知」談國小語文領域的課程設計與教學實踐。「兩岸四地教育改革的實踐與反思學術研討會」發表之論文，澳門，中國，澳門大學。[Hsiang, T. P. (2005, May). Developing primary school Chinese language curriculum and teaching activities from the viewpoint of Eisner’s aesthetic modes of knowing. Paper Presented at the Implementation and Rethinking of Education Reforms in Mainland China, Hong Kong, Macau and Taiwan Conference, Macao, China, University of Macau.]

Other Papers

Hsiang, T. P. (2023, Aug 20). A journey of self-regulated learning with cross-cultural perspectives. AERA SIG SSRL Times Magazine, 6 (3), p.17. https://ssrlsite.files.wordpress.com/2023/08/aera-ssrl-sig-steve.graham-recipient-of-the-zimmerman-award.pdf

向天屏（2022年8月10日）。我的儿童戏剧教育之旅。中国儿童戏剧（中国儿童文学研究学会/zhongjvwei中剧委认证公众号）。https://go.um.edu.mo/vt9qv3n3

向天屏（2020年8月）。導讀《討厭的人都跌倒吧》。百分百家長，59，22-25。[Hsiang, T. P. (2020, August). Teaching reading strategies with a picture book: An introduction to “Why do I Feel Like This?” One Hundred Percent Parents, 59, 22-25.]

許若男、向天屏（2018年12月）。初中閱讀策略教學：以語言賞析的指導為例。教師雜誌，60，32-36。[Xu, R., & Hsiang, T. P. (2018, December). Teaching reading strategies in junior high schools: An example of teaching to appreciate the language used in Chinese literature. Teacher Magazine, 60, 32-36.]

梁健生、鄭詩婷、鄭沐露、向天屏（2018年9月）。小學閱讀策略教學: 以語文科課文教學為例。教師雜誌，59，30-36。[Leong, K. S., Cheang, S. T., Zheng, M., & Hsiang, T. P. (2018, September). Teaching reading strategies in primary schools: An example of text reading instruction in Chinese language arts textbooks. Teacher Magazine, 59, 30-36.]

向天屏（2017年11月）。尊重差異，培養愛讀寫的孩子。百分百家長，50，9-14。[Hsiang, T. P. (2017, November). Inspire Children’s love of reading and writing: Appreciate the differences. One Hundred Percent Parents, 50, 9-14.]

向天屏（2017年6月）。美國亞利桑那州坦佩學區幼兒園與小學教學紀實。教師雜誌，55，64-75。[Hsiang, T. P. (2017, June). A record of the instructional practices in kindergarten and primary grades of Tempe Elementary School District Number 3 in Arizona. Teacher Magazine, 55, 64-75.]

向天屏（2014年7月）。指導小學生正確運用“的”、“得”和“地”。教師雜誌，45，44-47。[Hsiang, T. P. (2014, July). Teaching Grades 1 to 6 students how to use particle words in Chinese writing. Teacher Magazine, 45, 44-47.]

向天屏（2014年4月）。如何教幼兒讀寫漢字？整合讀寫發展與漢字的特點設計教學活動。教師雜誌，44，89-98。[Hsiang, T. P. (2014, April). Teaching pre-primary children to read and write Chinese Characters: Integrating the theories of emergent literacy and characteristics of Chinese characters. Teacher Magazine, 44, 89-98. ]

向天屏（2011年10月）。從性別觀點分析小學中文科教科書與設計教學活動。教師雜誌，34，50-55。[Hsiang, T. P. (2011, October). Analyzing a text of a Chinese language textbook and designing the teaching activities from the viewpoint of gender equity. Teacher Magazine, 34, 50-55.]

向天屏（2011年7月）。論小學修辭格教學：以比喻為例（下）。教師雜誌，33，48-51。[Hsiang, T. P. (2011, July). How to teach rhetorical devices in the subject of Chinese in primary schools: simile and metaphor (part 2). Teacher Magazine, 33, 48-51.]

向天屏（2011年3月）。論小學修辭格教學：以比喻為例（上）。教師雜誌，32，55-59。[Hsiang, T. P. (2011, March). How to teach rhetorical devices in the subject of Chinese in primary schools: simile and metaphor (part 1). Teacher Magazine, 32, 55-59.]

向天屏（2010年7月）。提升學生寫作能力－自我調整歷程導向寫作教學模式之應用。教師雜誌，29，52-57。[Hsiang, T. P. (2010, July). Promoting the writing abilities of students: The practice of the self-regulated process-oriented model of writing instruction. Teacher Magazine, 29, 52-57.]

Literary Creation

向天屏（2023）。美麗的風景。 童一枝筆，17，12-13。[Hsiang, T. P. (2023). A beautiful view. Children’s Pen of Macau, 17, 12-13.] https://pommedia.macauapi.com/6511304f469a2cd69874ab70.pdf

向天屏（2023）。青春期。 童一枝筆，16，25。[Hsiang, T. P. (2023). Adolescence. Children’s Pen of Macau, 16, 25.] https://book.yunzhan365.com/ztkx/xccb/mobile/index.html

向天屏（2022）。遇見托特。 童一枝筆，15，3-4。[Hsiang, T. P. (2022). Meet Thoth. Children’s Pen of Macau, 15, 3-4.] https://pommedia.macauapi.com/63806edf5efe4b6fc62e42ca.pdf (線上有聲版參見微信號gh_f9f8437675c7童一支笔澳门笔会儿童文学)

向天屏（2022）。印記。澳門筆匯，82，94。[Hsiang, T. P. (2022). Indelible memory. Pen of Macau Magazine, 82, 94.]

向天屏（2021）。我也想當班長。載於高珮雯、凌雁（主編），澳門作家文集2021 (第168-169頁)。澳門作家協會。 [Hsiang, T. P. (2021). I really want to be the class leader too. In P. Gao & Y. Lin (Eds.),The 2021 collection of Macao writers (pp. 168-169). Associação dos Autores de Macau.]

向天屏、黃淑芬（2020）。討厭的四月一日[Angry April First]. Pen of Macau. ISBN: 978-99981-980-1-2 [Honored as an annual excellent picture book by Children’s Pen of Macau/Publication supported by the Fundação Macau]

向天屏（2019）。討厭的四月一日! 童一枝筆，9，19-20。[Hsiang, T. P. (2019). Angry April First! Children’s Pen of Macau, 9, 19-20.]

線上有聲版 https://www.ximalaya.com/zhubo/93503608/sound
(粵語) https://mp.weixin.qq.com/s/cG0cpWgcpCxdeaCN_NBDBQ
(普通話) https://mp.weixin.qq.com/s/lR2Zzi0gPtRPKGJkm9PC_A
(英語) https://mp.weixin.qq.com/s/PrzrWB2SfJ9clRnP0Ef-IA

向天屏（2002年4月5日）。如果不能一直愛我。中國時報，人間副刊。[Hsiang, T. P. (2002, April 5). If you can’t love me forever. China Times, p. C4.]

Other scholarly activities not noted above

Mainland China:

1. National Education Scientific Planning [全國教育科學規劃課題]

主辦單位：National Office for Education Sciences Planning [中華人民共和國教育部全國教育科學規劃領導小組辦公室] http://onsgep.moe.edu.cn/edoas2/website7/level2.jsp?infoid=1335254569123197

Title [課題名稱]: 建國七十年中學語文教科書寫作內容研究
Reference No. [課題批准號]: BHA190137
Project Start Date (dd/mm/yyyy): 01/09/2019
Project End Date (dd/mm/yyyy): 30/06/2023
Unit: Shanghai Normal University [上海師範大學]PI [課題負責人]: 鄭桂華 (Zheng, Guihua, Shanghai Normal University)
Co-PI [課題組成員]: 向天屏 (Hsiang, Tien Ping, University of Macau)