Book Chapter: Zhu, G. (in progress). A Narrative Inquiry of Three Chinese Student-Teachers' Learning-to-Teach Experiences: Knowledge Communities Perspective. In Chan, E., Keyes, D., & Ross, V. (Eds.). (2016). Intersections of Teacher Knowledge and Subject Matter Knowledge: Narrative Approaches at the Crossroads of the Classroom. Emerald Group Publishing. English Journal Articles: Zhu, G. (under revision). “The Monkey King Talks with the Spider Man”: Narrative Inquiry of the Chinese International Students' Cross-cultural Learning Experiences in America. Frontiers of Education in China. [PDF] Zhu, G. (in press). Becoming A Multicultural Narrative Inquirer. Curriculum and Teaching Dialogue. [PDF] Zhu, G. (2015). Cultivating Wide-Awakeness: An Imperative Mindset in Education. Leaders of Learners.7(1), 25-30. [PDF] Zhu, G. (2014). Collaborative and Reflective Student Teaching for Profession-Ready Teachers. Leaders of Learners.6(2), 15-18. [PDF]
Chinese Journal Articles: Zhu, G. (accepted, 2015). Research on Western Teacher Ethics: A Meta-analysis. Studies in Foreign Education. [PDF] Zhu, G. & Kang, X. (2013). Teacher Education Standard and Quality—The Review of the Fifth Sino-Japanese Teacher Education Conference. Teacher's Journal. (1), 18-21. [PDF] Zhu, G. (2012). How Excellent Teachers Can be Cultivated—In the Perspective of Impression Management. Teacher's Journal. (7), 73-77. [PDF] Zhu, G. (2011). Leaping-forward Education: Not only crosses the children's education, but also the children's life. Teacher's Journal. (7), 17-19. [PDF] Cai, G. & Zhu, G. (2010). The Dual Paradox and beyond in Teaching Harmony and Conflict—On the Educational Implication of Teaching Conflict. Journal of Schooling Studies, 9(10), 23-26. [PDF]