Dr. Kaili has been an educator and consultant in the education sector for more than 20 years. She has worked with diverse populations across multiple countries. Kaili has a broad background in teacher education and educational psychology, with specific training and expertise in early years curriculum, early interventions and assessment, and issues of diversity and ability, including studies involving Steiner, Montessori, and Reggio Emilia schools and home education/homeschooling, as well as holistic and alternative approaches to pedagogy and learning in mainstream settings. She also investigates the influence of family belief systems on resilience.

Previously Kaili worked as an assistant professor in the Singapore National Institute of Education, the University of Hong Kong, and a Senior Lecturer in Australia, New Zealand, and England. Her research and scholarship in the fields of teacher education and educational psychology have been recognized by various higher education institutes and internationally: by Outstanding Teaching Performance Commendations/Awards, a designated research fellowship of Asia-Pacific Regional Network for Early Childhood (UNESCO), and the nomination for the Singapore Outstanding Contribution Award.

Kaili has authored/edited three books and over 80 peer-refereed publications and reports in key areas of teacher education and educational psychology.

• Inclusive & holistic curriculum development
• Curriculum design in alternative educational settings
• Assessment and early interventions
• Homeschooling/home education
• Child development and family wellbeing
• Teacher education

Dr. Kaili C. Zhang's interests encompass inclusive curriculum design, child development, and student wellbeing. In her early career, she trained teachers and parents in gifted education, interventions for children and youth with autism, AD/HD, and emotional/behavioural disorders.

In recent years, Kaili's primary research focus has been on critical issues in curriculum, teaching, and learning, with a strong emphasis on fostering equity and transformation. As Principal Investigator on multiple projects, Kaili has explored the life goals, values, sense of meaning and purpose, life satisfaction, and overall well-being of university students and educators.

These studies, which involve direct engagement with students, parents, educators, and homeschooling families, offer valuable insights into how educators can empower students to cultivate self-awareness, compassion, and purpose, thereby facilitating their personal transformation. The lived experiences of these groups—particularly their conceptions of the
good life, values, life goals, and overall life satisfaction—demonstrate the potential to inspire profound growth and enhance individual well-being. Their perceptions of purpose and meaning, grounded in what they value both within and beyond the school environment, underscore the critical role of fostering holistic development in education.

These insights not only enrich critical discussions on the essence of quality education but also serve as indicators of personal flourishing. They hold the potential to influence curriculum decisions, educational policy, and governance, ultimately aligning with the broader goals of education in fostering connected, thriving families and communities.

List by: Type | Date

Smith, L., Zhang, K. C., Hime, C., Mason, R., Kargas, N., Hall, L., & Hogue, T. (2022). Learning from the experiences of young people within Integrated Offender Management. Lincolnshire Police & University of Lincoln Dragon's Den Funding.

Qi, L., & Zhang, K. C.  (2021). Understanding the impacts of poverty on low-income families and children with special needs. Ministry of Education Young Scholar Fund in Humanities and Social Sciences.

Kaili supervises postgraduate students within the field of teacher education, eductional psychology, and inclusive education. 

• Liu, Yuxin
  Inclusive education; Equity and social justice; Human Rights and disability; Autism Spectrum Conceptualisations of diversity and difference within educational settings; Comparative research in education

Kaili teaches across a variety of courses in teacher education, eductional psychology, and inclusive education.

Editorial boards

• 2009 - present: Consulting editor of "Preventing School Failure : Alternative Education for Children and Youth"
• 2009 - present: Associate editor, The Journal of the International Association of Special Education
• 2011 - present: Editorial Board, Journal of Educational and Developmental Psychology

Supplementary

• Scopus Author ID: 55475101600 Scopus Author ID: 25629152600

A word about me:

In my spare time, I enjoy reading, listening to hymns, jogging, hiking, and biking. I also enjoy deep, meaningful conversations with my family and friends about faith, parenting, and living well, particularly over a cup of good tea. I feel the most content when I am in an environment where I can reflect, read and write, and turn my attention to the deeper things of life.

Selected Publications 

(References that begin with "Chen, K." were papers published before my last name was changed from "Chen" to "Zhang" in June 2007.)

Books: 

Zhang, K. C. (2012). To love the unloved: An evidence-

       based practice (Editor & author). Ray Media Pte. Ltd.   

       (ISBN 9789810701949)

Choo, A., Choo, G., Tan, M., & Zhang, K. C.  (2012). To

        love the unloved: The story of Andrew & Grace

        Home (Editor). Ray Media Pte. Ltd

        (ISBN 9789810701932)

Naseef, R. A. (2001). Special children, challenged             

        parents:The struggles and rewards of raising a child 

        with a disability (I. D. Wu & K. C. Zhang, Editors.).

        Baltimore, MD: Brookes. (translated from English to 

        Traditional Chinese, 2024; Title: 如果奇蹟從未降

        臨; Psychological Publishing Co., Ltd., Taiwan)

Journal articles:

Zhang, K. C., & Choo, A. (2019). Autism interventions for youth: Restorative farm therapy in Singapore. Support for Learning: British Journal for Learning Support, 34(1), 112-120. https://doi.org/10.1111/1467-9604.12238 

Zhang, K. C. (2019). Envisioning two-way immersion language learning in China: An initial kindergarten curriculum plan. International Journal of Educational Reform, 28(4), 366–375. https://doi.org/10.1177/1056787919856741 

Zhang, K. C. (2018). Advancing the wellbeing of at-risk Māori children: Education and services in New Zealand. International Association of Special Education, 18(1), 3-8. 

Singh, P., & Zhang, K. C. (2018). Parents’ perspective on early childhood education in New Zealand: Voices from Pacifica families. Australasian Journal of Early Childhood, 43(1), 52-58. https://dx.doi.org/10.23965/AJEC.43.1.06 

Zhang, K. C., & Zhang, A. (2017). Dare to dream: Life goals, values, and international students in New Zealand. Journal of Religion and Health, 56(5), 1503 1514. https://doi.org/10.1007/s10943-016-0307-7

Zhang, K. C. (2016). Exploring options in early childhood care in Singapore: Programs and Roles. Childhood Education, 92(5), 377-382. https://doi.org/10.1080/00094056.2016.1226112. 

Chan, N. W. Y., & Zhang, K. C. (2014). Effective spelling strategies for students with Dyslexia in Hong Kong secondary schools. International Journal of Special Education, 29(1), 14-24. 

Lai, S., & Zhang, K. C. (2014). A comparison on inclusive practices for children with special needs in faith-based and secular kindergartens. Journal of Religion and Health, 53(3), 809-824. https://doi.org/10.1007/s10943-013-9676-3 

Zhang, K. C. (2014). Through a spiritual lens: Early childhood inclusive educationin Hong Kong. Journal of Religion and Health, 53(6), 1728-1740. https://doi.org/10.1007/s10943-013-9771-5 

Zhang, K. C., Hui, C. H., Lam, J., Lau, E. Y., Cheung, S., & Mok, D. (2014). Personal spiritual values and quality of life: Evidence from Chinese college students. Journal of Religion and Health, 53(4), 986-1002. https://doi.org/10.1007/s10943-013-9686-1 

Zhang, K. C., & Yu, E. D. (2014). Quest for a good life: Spiritual values, life goals, and college students. Asia-Pacific Psychiatry, 6(1), 91-98. https://doi.org/10.1111/j.1758-5872.2012.00183.x 

Tong, A., & Zhang, K. C. (2014). Supporting social competence in secondary students in Hong Kong: Teachers’ beliefs on school-wide interventions. International Journal of Special Education, 27(3), 148-157. 

Zhang, K. C. (2013). Foster the inner life of children with special needs: A spiritual approach. International Journal of Disability, Development & Education, 60(3), 242-252. https://doi.org/10.1080/1034912X.2013.812190 

Zhang, K. C. (2013). Which agenda? Inclusion movement and its impact on early childhood education in Hong Kong. Australasian Journal of Early Childhood, 38(2), 111-121. 

Zhang, K. C. (2013). What I look like: College women, body image, and spirituality. Journal of Religion and Health, 52(4), 1240-1252. https://doi.org/10.1007/s10943-012-9566-0 

Zhang, K. C. (2013). Promoting holistic development in inclusive settings: Experiences and perspective from Hong Kong. Preventing School Failure, 57(3), 152-156. 

Mak, S. M., & Zhang, K. C (2013). Teachers’ perceptions of community participation program for preschoolers with autism. Emotional and Behavioural Difficulties, 18(1), 102-117.  https://doi.org/10.1080/13632752.2012.695535 

Zhang, K. C. (2012). Spirituality and early childhood special education: Exploring a “forgotten” dimension. International Journal of Children’s Spirituality, 17(1),39-49. https://doi.org/10.1080/1364436X.2012.660475 

Zhang, K. C., & Wu, I. (2012). Nurturing the spiritual well-being of of children with special needs. Support for Learning: British Journal for Learning Support, 27(3), 119-122.

Wu, I., & Zhang, K. C.  (2012). School psychology services in Hong Kong and its implications for primary school students with special needs. The Journal of the International Association of Special Education, 13(1), 62-66. 

Pang, W. C., & Zhang, K. C. (2011). Reading intervention for secondary school students with hyperactive behaviors in Hong Kong. Emotional and Behavioural Difficulties,16(1), 69-85. https://doi.org/10.1080/13632752.2011.545644. 

Zhang, K. C. (2011). Let’s have fun! Teaching social skills through stories, telecommunications, and activities. International Journal of Special Education, 26(2),70-78. 

Zhang, K. C., & Law, M. T. (2011). The education of new Chinese immigrant children in Hong Kong: Challenges and opportunities.  Support for Learning: British Journal for Learning Support, 26(2), 49-55. https://doi.org/10.1111/j.1467-9604.2011.01477.x

Zhang, K. C. (2011). Early childhood and special education: How well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of Inclusive Education, 15(6), 683-697. https://doi.org/10.1080/13603110903317676 

Zhang, K. C. (2010). Spirituality and disability: Implications for special education. Intellectual and Developmental Disabilities, 48(4), 299-302. https://doi.org/10.1352/1934-9556-48.4.299

Zhang, K. C. (2010). How reflective thinking impacts special education teacher preparation—a review of “Exploring disability in Singapore: A personal learning journey.” Asia Pacific Journal of Education, 30(1), 121-123. https://DOI: 10.1080/02188791003732678 

Zhang, K. C., & Tan, C. (2010). Exploring the spiritual needs of adolescent girls. Religion and Education, 37(2), 146-161. 

Wong, L. Y., & Zhang, K. C.  (2010). Motives of cheating among secondary school students: The role of self-efficacy and peer influence. Asia Pacific Education Review, 11(4), 573-584. https://doi.org/10.1007/s12564-010-9104-2. 

Zhang, K. C., Choo, A., & Lim, P.  (2009). Interventions with female youth offenders and teenage girls at-risk: Alternative educational services in a Singapore girls’ home. Support for Learning: British Journal for Learning Support, 24(3), 137-143.

Zhang, K. C., & Wu, I. (2009). A ray of hope for girls in trouble: Alternative education services in a Singapore girls’ home. The Journal of the International Association of Special Education, 10(1), 26-32. 

Zhang, K. C. (2008). Square pegs into round holes? Meeting the educational needs of girls engaged in delinquent behaviour. Emotional and Behavioural Difficulties, 13(3), 179-192. 

 Zhang, K. C. (2008). Through new lenses: Young adolescent girls’ perceptions of their school experience in an alternative education program. International Journal of Special Education, 23(2), 96-100. 

Chen, K., Estes, M. (2007). Social skills training in schools: Where we have been and where we can go. Hong Kong Special Education Forum, 9, 1-31. 

Chen, K., & Tan, C. S. (2006). Education and services for children and youth with emotional/behavioral problems in Singapore. Preventing School Failure, 50(2), 37-42.

Chen, K. (2006). Math in motion: Origami math for students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 262-266. (SSCI; Impact Factor: 1.938; Scimago Journal & Country Rank H Index 63; ERIH, Category A)

Chen, K. (2006). Social skills intervention for students with emotional/behavioral disorders: A literature review from the American perspective. Educational Research and Reviews, 1(3), 143-149. 

Chen, K. (2005). Cultural perspectives on student behaviors: A study of Chinese and American students. US-China Education Review, 2(1), 25-32. 

Wu, I., & Chen, K. (2005). Learning and behavioral difficulties among Chinese American children and adolescents. Multiple Voices for Ethnically Diverse Exceptional Learners, 8(1), 61-70. 

Chen, K. (2004). The relationship between behavior and traumatic brain injury:Implications for educational programming and rehabilitation. Hong Kong Special Education Forum, 6(1), 19-25. 

Chen, K. (2004). Social skills intervention for students with emotional/behavioral disorders aged six through twelve years: A combination of a literature-based curriculum and telecommunications. UMI ProQuest Digital Dissertations. (Publication No. AAT 3126561)

Chen, K., & Bullock, L. (2004). Social skills intervention for students with emotional/behavioral disorders aged six through twelve years: A combination of a literature-based curriculum and telecommunications. Emotional and Behavioural   Difficulties, 9(4), 231-236. 

Book chapters & monographs

Zhang, K. C., & Wu, I. (2016). Towards a holistic teacher education: Spirituality and special education teacher training. In M. de Souza, J. Watson, & J. Bone (Eds.), Spirituality across disciplines (pp. 135-147). Springer.

Tan, C., & Zhang, K. C. (2014). Spiritual education in Singapore and Hong Kong: Issues, challenges and prospects. In J. Watson, M. de Souza, & A. Trousdale (Eds.), Global perspectives on spiritual education (pp. 192-202).  Routledge.

Zhang, K. C. (2013). A new-found strength. In D. Shaw (Ed.), A call to keep shining (pp.143-144). International Students Inc.

Wu, I., & Zhang, K. C. (2011). Beyond the scene: Staff development of alternative programs for at-risk and delinquent girls in Singapore. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 88-109). Ray Media Pte. Ltd.

Zhang, K. C. (2011). Focusing on the deeper principle: Holistic education for high ability students in a Singapore girls’ home. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 110-131). Ray Media Pte. Ltd.

Zhang, K. C., & Yu, E. D. (2011). Putting spirituality in schools: Implication for curriculum development and beyond. In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 78-87). Ray Media Pte. Ltd.

Zhang, K. C. (2011). Serving today’s troubled youths and families: Key principles and based-practice (pp. 132-138). In M. Tan & K. C. Zhang (Eds.), To love the unloved: An evidence-based practice (pp. 110-131). Ray Media Pte. Ltd.

Zhang, K. C. (2010). Holistic education and whole child development: Implications for early childhood special education. In K-Y Tsai (Ed.), Handbook of special education: Research & practice (pp. 1-7). Taiwan Ministry of Education.

Zhang, K. C. (2008). Teaching students with emotional/behavioral disorders. In L. Cohen, S. Wright, & K. Poon (Eds.), Special education: Perspectives and practices (pp. 238-250). Pearson Prentice Hall.

Zhang, K. C., Poon, K. (2008). The training of special needs officers in Singapore to support inclusion. In C. Forlin & M-G. J. Lian (Eds.) Reform, inclusion & teacher education: Towards a new era of special education in the Asia-Pacific region (pp. 83-89). Routledge.

Menendez., T., Chen, K., Mayton, R. M., Jones F., & Manning M. (2004). Creating quality environments to occasion student success: Meeting the needs of students with emotional and behavioral problems. In L. M. Bullock, R. A. Gable, & K. J. Melloy (Eds.), Effective interventions for classrooms, schools, and communities—making a difference in the lives of students with learning and behavioral problem. (pp. 46-51). Council for Exceptional Children.

Teaf, T., Chen, K., & Baltodano, H. (2003). Celebrating small success through school-based programming: Just do it! In L. M. Bullock, R. A. Gable, & K. J. Melloy (Eds.), Prevention/intervention for noncompliant, acting-out, and aggressive behavior: Promoting positive student outcomes (pp. 29-34). Council for Exceptional Children.