Related Research

Published Work: University of Windsor's Teaching International Students Research Group*

Ayoub, M. & Zhou, G. (2016). Somali refugee students in Canadian elementary schools: Pre-migration experiences and challenges in refugee camps. Comparative and International Education, 45(3), Article 5.

Chen, J. & Zhou, G. (2018). Chinese international students' sense of belonging in North American postsecondary institutions: A critical literature review. Brock Education, 28(2), 48-63.

He, L., Zhou, G., Salinitri, G., & Xu, L. (2020). Female under-representation in STEM subjects: An exploratory study of female high school students in China. EURASIA Journal of Mathematics, Science and Technology Education, 20 (1), em1802.

Liu, C., Zhou, G., Smith, C., & Xu, J. (2020).  A narrative inquiry of Chinese science teacher candidates cross-cultural learning experience in Canada.  In Pixel (Ed.), 9th International Conference New Perspectives in Science Education (pp. 248-256). Bologna, Italy: Filodiritto Publisher.

Liu, G., Zhang, Z., Smith, C., Xu, S., Pillon, K., & Guo, H. (2020). Plagiarism and information literacy workshops for international students.  In V. Tavares (Ed.), Multidisciplinary perspectives on international student experience in Canadian higher education. Hershey, PA: IGI Global.

Salinitri, G., Palazzolo, S., Nahaiciuc, R., Iaeobelli, E., Li, Y., & Zhou, G. (2018). Analysis of Canadian inquiry-based science teaching practices and its implications for reciprocal learning. University Journal of Educational Research, 6 (10), 2280-2293.

Smith, C. (2016a). Promoting international student success.  In The AACRAO international guide: A resource for international education professionals (pp. 103-116). Washington, DC: American Association of Collegiate Registrars and Admissions Officers.​

Smith, C., (2016b). International Student Success, Strategic Enrollment Management Quarterly, 4(2), 61-73.

Smith, C. (2020).  International students and their academic experiences: Student satisfaction, student success challenges, and promising teaching practices.  In U. Galuee, S. Sharma, & K. Bista (Eds.), Rethinking education across borders: Emerging issues and critical insights on globally mobile students (pp. 271-287).  Singapore: Springer.  https://doi.org/10.1007/978-981-15-2399-1_16 ​

Smith, C. (2021).  The impact of cultural adjustment on international student recruitment and first-year success.  In B. Schneikat (ed.), Global Perspectives on recruiting international students: Challenges and opportunities.  Bingley, UK: Emerald Group Publishing.

Smith, C., Zhou, G., Potter, M., Wang, D., Menezes, F., & Kaur, G. (2021). Connecting Best Practices for Teaching International Students With Student Satisfaction: A Review of STEM and Non-STEM Student Perspectives. In Tavares, V. (Ed.), Multidisciplinary perspectives on international student experience in Canadian higher education (pp. 63-80). IGI Global. doi: 10.4018/978-1-7998-5030-4.ch004​

Smith, C., Zhou, G., Potter, M., & Wang, D. (May 21-24, 2019). Connecting Best Practices for Teaching Linguistically and Culturally Diverse International Students with International Student Satisfaction and Student Perceptions of Student, Advances in Global Education and Research Volume 3 (James, W. B., & Cobonoglu, C., Eds.), pp. 252-265, Sarasota, FL: Association of North America Higher Education International. https://scholar.uwindsor.ca/educationpub/24/​

Smith, C., Zhou, G., Potter, M., & Wang, D. (2019). Connecting Best Practices for Teaching Linguistically and Culturally Diverse International Students with International Student Satisfaction and Student Perceptions of Student Learning, Global Conference on Education and Research (GLOCER 2019) Conference Proceedings (James, W. B., & Cobonoglu, Eds.), p. 130, Sarasota, FL: Association of North America Higher Education International.

Smith, C., Zhou, G., Potter, M., Wang, D., Menezes, F., & Kaur, G. (2021). Connecting best practices for teaching international students with student satisfaction: A review of STEM and non-STEM student perspectives. In Tavares, V. (Ed.), Multidisciplinary perspectives on international student experience in Canadian higher education (pp. 63-80). IGI Global. doi: 10.4018/978-1-7998-5030-4.ch004

Smith, C., Zhou, G., Potter, M., Wang, D., Pecoraro, M., & Paulino, R. (2019).  Variability by individual student characteristics of student satisfaction with promising international student teaching practices.  Literacy Information and Computer Education Journal, 10(2), 3160-3169.  https://scholar.uwindsor.ca/educationpub/25​

Yang, L., & Zhou, G. (2017). An analysis of Ontario teacher learning and leadership program and its implications for Chinese in-service teacher education. The Inservice Education and Training of School Educators, 34(4), 77-88.

Zhou, G., Ho, S., Li, Y., Luo, M., Freedman, H., & Luo, J. (2019).  Reciprocal learning between Canadian and Chinese schools through the 24 Natures Notes Project. Journal of Teaching and Learning, 13 (1), 7-24.

Zhou, G., Yu, Z., Rideout, G. & Smith, C. (2020).  Why don’t they participate in class?  A study of Chinese students’ classroom participation in international master of education program.  In V. Tavares (Ed.), Multidisciplinary perspectives on international student experience in Canadian higher education.  Hershey, PA: IGI Global.

Zhou, G., & Zhong, L. (2018). Chinese immigrant parents' involvement in their children’s school-based education: Behaviors and perceptions. In Guo, Y. (Ed.), Home-school relations: International perspective (pp. 89-111), Springer.

Zhou, G., Zhong, L. & Zheng, J. (2020). Chinese immigrant parents' involvement in their children's after-school education: Behaviors and perspectives. Comparative and International Education, 48(2), https://doi.org/10.5206/cieeci.v48i2.10786.

* All work was completed by one or more members of the Teaching International Students Research Group.

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