Jie Zhang

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J. Zhang headshot

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Jie Zhang, Ph.D

(She/Her/Hers)

Professor and Chair for Eda

(585) 395-5547
jzhang@brockport.edu
Office: Brown Building 204

Education

• PhD, Tennessee Technological University
• BS, Jiangsu Institute of Petrochemical Technology, now Changzhou University

Areas of Specialty

Interventions and assessments for children with disabilities, especially children with autism.

Research Interests

• Interventions for children with disabilities, especially children with autism
• Services for children and their families from culturally and linguistically diverse backgrounds
• Scholarship of Teaching and Learning (SoTL)
• Student faculty collaboration

• Awards/Recognitions
  • Recipient of the SUNY Chancellor’s Award in Excellence for Teaching, State University of New York (2017)
  • Open SUNY 2018 Online Teaching Ambassador, State University of New York (2018)
  • Featured on the “Global Spotlight”
    https://today.brockport.edu/live/news/1525-global-spotlight-dr-jie-zhang, SUNY Brockport (October 2021)
  • Recipient of the Inaugural Outstanding Global Engagement Award, SUNY Brockport (2022-2023)
  • Featured on the “SUNY UFS Connects Spotlight” http://www.sunyufs.us/ufs-connects/suny-ufs-connects-spotlight-jie-zhang-professor-suny-brockport, SUNY University Faculty Senate (April 2023)
• Recent Publications
  • Orzech, M., Zhang, J., Pearlman, A., Kegler, J., & Greenfield, V. (2023). Building global relationships: OER in Collaborative Online International Learning courses. Journal of Educational Technology Systems, 52(2), 145-164. doi: https://doi.org/10.1177/00472395231206812. 
  • Zhang, J., Sokol, M., & Boyer, C. (2023). Time zones, pandemic, and war, Oh my! The challenges of conducting an international virtual exchange. Curriculum and Teaching Dialogue, 25(1 & 2), 309–313. 
  • Zhang, J., Desrochers, M., & Fensken, M. (2023). Evaluation of teacher, self-assessment, and combined feedback to increase students’ behavioral observation skills. International Journal of Teaching and Learning in Higher Education, 35(1), 48-66.
  • Zhang, J. (2023). Building a sense of belonging through an international faculty learning community. In Bouton, B. (Ed), Surviving and changing the culture of White, patriarchal higher education: Personal essays of struggle and hope (pp. 99-104). Kendall/Hunt Publishing Company.
  • Olmstead, K., Kalenda, P., Rath, L., Xue, J., & Zhang, J. (2023). Empathy throughout the curriculum: Using picture books to promote activism and equity. The Language and Literacy Spectrum, 33(1), Article 4. 
  • Zhang, J. (2023). Preparing preservice teachers for inclusive education through standards-based curriculum. Revista Inclusão & Sociedade – Revincluso, 2(3). 
  • Zhang, J., Pearlman, A. G., & Kegler, J. (2022). Preparing for technology dependency through global virtual exchange courses with the faculty-librarian-instructional designer collaboration. In P. Bawa (Ed), Preparing faculty for technology dependency in the Post-COVID-19 Era (pp. 73-92). IGI Global. doi: 10.4018/978-1-7998-9235-9.ch005
  • Rak, L., Olmstead, K., Zhang, J., & Pelttari, C. (2021). Graduate literacy students’ reading completion. Brock Education: A Journal of Educational Research and Practice, 31(1), 22-38.
  • Zhang, J., & Pearlman, A. (2021). Adapting technology in a virtual exchange project across the U.S. and China. Curriculum and Teaching Dialogue, 23(1 & 2), 277–280.
  • Cheema, S. E., & Zhang, J. (2021). Motivation and learning: Need-supportive teaching style to engage Gen Z. In R. Robinson (Eds.), Communication instruction in the Generation Z classroom: Educational explorations (pp. 9-24). Lexington Books: Rowman and Littlefield Publishing Group.
  • Zhang, J., Capellini, V. L. M. F., & Barbosa, I. (2020). Building intercultural competence through the BRaVE program across U.S. and Brazil. In A. C. B. Salomão & J. C. F. Junior (Eds.), Perspectivas de internacionalização em casa: intercâmbio virtual por meio do Programa BRaVE-UNESP (pp. 79-90). Cultura Acadêmica.
  • Rath, L., Olmstead, K., Zhang, J., & Beach, P. (2019). Hearing students’ voices: Understanding student perspectives of online learning. Online Journal of Distance Learning Administration, 22(4), 1-13.
  • Zhang, J.. Wright, A. M., Kim, E. J., & Szilágyi, J. (2019). A collaborative journey toward inclusive teacher education programs. Curriculum and Teaching Dialogue, 21(1), 37-51.
  • Kim, E. J., Zhang, J.. & Sun, X. (2019). Comparison of special education in the United States, Korea, and China. International Journal of Special Education, 33(4), 796-814. 
  • Zhang, J., & Pearlman, A. (2018). Expanding access to international education through technology enhanced collaborative online international learning (COIL) courses. The International Journal of Technology in Teaching and Learning, 14(1), 1‐11. 
  • Desrochers, M., Zhang, J., Caron, S., & Steinmiller, J. (2018). An experimental comparison of the effect of teacher versus self‐evaluation/self‐reflection feedback on college students’ behavioral observation skills. Journal of Behavioral Education, 1‐17. doi: 10.1007/s10864‐018‐09313‐6
  • Mayton, M. R., Zhang, J., Carter, S. L., & Suppo, J. L. (2017). Evaluating the readiness of special education doctoral students to apply standards of evidence-based practice to single-case research. Journal of Research in Special Educational Needs, 17(1), 64-73. doi: 10.1111/1471-3802.12103.
  • Zhang, J., Fallon, M. A., & Wright, A. (2016). Implementing portfolios using Tk20: An educational assessment system. International Journal of Special Education, 31(2), 169-185.
  • Zhang, J., Nam, Y., & Pelttari, C. (2016). Perspectives on Educative Teacher Performance Assessment (edTPA) from teacher candidates and college supervisors. Korean Journal of Teacher Education, 32(3), 29-58. doi: http://dx.doi.org/10.14333/KJTE.2016.32.3.29
  • Zhang, J., & Kim, E. J. (2016). Children from Chinese and Korean immigrant families and their education: An exploratory study. The International Journal of Community Diversity, 16(1), 15-34. doi: http://ijdc.cgpublisher.com/product/pub.242/prod.76
  • Zhang, J., Russo, T. J., & Fallon, M. A. (2015). Impact of technology devices on college students’ stress levels of using technology. The International Journal of Technology in Teaching and Learning, 11(2), 90-103.
  • Russo, T. J., Zhang, J., & Fallon, M. A. (2015). Influence of perceived technology use of university students on academic and social performance in college. The International Journal of Interdisciplinary Studies in Communication, 10(2), 17-31.
  • Zhang, J., Fallon, M. A., & Russo, T. J. (2014). Impact of technology devices on college students’ comfortable levels of using technology. The International Journal of Technology in Teaching and Learning, 10(2), 120-132. 
  • Russo, T. J., Fallon, M. A., Zhang, J., & Acevedo, V. C. (2014). Today’s university students and their need to connect. Brock Education: A Journal of Educational Research and Practice, 23(2), 84-96.
  • Mayton, M. R., Carter, S. L., Zhang, J., & Wheeler, J. J. (2014). Intrusiveness of behavioral treatments for children with autism and developmental disabilities: An initial investigation. Education and Training in Autism and Developmental Disabilities, 49(1), 92-101.
  • Zhang, J., LeSavoy, B., Lieberman, L., & Barrett, L. (2014). Faculty learning community (FLC) on student leadership: Applying student voices to leadership development. Mountain Rise: The International Journal of the Scholarship of Teaching and Learning, 8(2), 1-18. doi: http://mountainrise.wcu.edu/index.php/MtnRise/article/view/250
  • Zhang, J., & Pelttari, C. (2013). Exploring the emotions and needs of English Language Learners: Facilitating pre-service and in-service teachers’ recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 34(7), 1-16. doi: 10.1080/01434632.2013.822505
  • Zhang, J., & Fallon, M. A. (2013). Supporting the language development and service needs of young children from Chinese immigrant families: Utilizing best practices from international education. International Journal of Multidisciplinary Social Studies, 1, 9-22. 
  • Fallon, M. A., & Zhang, J. (2013). Inclusive collaborating with families of children with autism spectrum disorders (ASD): Perceptions of families, pre-service and in-service level teachers. Journal of Educational Thought, 46(1), 45-62.
  • Zhang, J., Mayton, M. R. & Wheeler, J. J. (2013). Effectiveness of gluten-free and casein-free diets for individuals with autism spectrum disorders: An evidence-based research synthesis. Education and Training in Autism and Developmental Disabilities, 48(2), 277-288.
  • Fallon, M. A., Zhang, J., & Kim, E. J. (2011). Using course assessments to train teachers in functional behavioral assessment (FBA) and behavior intervention plan (BIP) techniques. Journal of the International Association of Special Education, 12(1), 50-58.
  • Zhang, J., & Wheeler, J. J. (2011). A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46(1), 62-77.
  • Mayton, M. R., Wheeler, J. J., Menendez, A. L., & Zhang, J. (2010). An analysis of evidence-based practices in the education of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539-551.
  • Zhang, J., Fallon, M. A., & Kim, E. J. (2010). The Reggio Emilia curricular approach for enhancing play development of young children. Curriculum and Teaching Dialogue, 12, 85-99.
  • Zhang, J., & Wheeler, J. J. (2010). Mercury and autism: A review. Education and Training in Developmental Disabilities, 45(1), 107-115.
  • Manaseri, C., Kim, E. J., & Zhang, J. (2010). An administrator’s view of inclusion as a parent of a child with special needs. Duets and Dialogue: Voices on Inclusive Practices in Our Schools, 60-68.
  • Zhang, J. (2008). The efficacy of peer-mediated interventions for promoting social interactions among young children with autism spectrum disorders: A meta-analysis. Dissertation Abstract International, 69, No. 03A (2008), p.939.
  • Zhang, J., Wheeler, J. J., & Richey, D. (2006). Cultural validity in assessment instruments for children with autism from a Chinese cultural perspective. International Journal of Special Education, 21, 109-114.