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Xiaojing Liu, Yulong Li & Chen Chen. (2024) The professional development of rural teachers in China based on their relationship with “left-behind” children. Asia-Pacific Journal of Teacher Education 52:1, pages 64-81.
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Guoyuan Sang, Jiali Huang, Tzuyang Chao, Bixin Ye & Abdulghani Muthanna. (2023) Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure. Educational Studies 59:1, pages 30-47.
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Yoko Yamamoto, Jin Li & Janine Bempechat. (2022) Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement. Educational Psychologist 57:4, pages 267-280.
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Meegan Brown, Judith Howard & Kerryann Walsh. (2022) Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma. Frontiers in Education 7.
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Rui Zhen, Lu Li, Xuanwen Liu & Xiao Zhou. (2020) Negative life events, depression, and mobile phone dependency among left-behind adolescents in rural China: An interpersonal perspective. Children and Youth Services Review 109, pages 104688.
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Jian Li, Zhile Shi & Eryong Xue. (2020) The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research 99, pages 101496.
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