Browse by UCL people
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Number of items: 37.
Article
Deng, Z;
(2021)
Constructing ‘powerful’ curriculum theory.
Journal of Curriculum Studies
, 53
(2)
pp. 179-196.
10.1080/00220272.2021.1887361.
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Deng, Zongyi;
(2025)
Knowledge and curriculum: towards an
educational and Didaktik/curriculum way of
thinking and theorizing.
Journal of Curriculum Studies
, 57
(1)
pp. 64-77.
10.1080/00220272.2025.2455690.
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Deng, Zongyi;
(2025)
Social realism, knowledge and curriculum:
furthering the conversation.
Journal of Curriculum Studies
, 57
(1)
pp. 1-13.
10.1080/00220272.2025.2456954.
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Deng, Zongyi;
(2024)
Educational Studies, Pedagogy and Education as a Discipline.
British Journal of Educational Studies
pp. 1-21.
10.1080/00071005.2024.2418585.
(In press).
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Deng, Zongyi;
(2023)
Practice, pedagogy and education as a discipline: Getting beyond close-to-practice research.
British Educational Research Journal
10.1002/berj.3951.
(In press).
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Deng, Zongyi;
(2023)
Understanding Life-Practice Pedagogics – A Distinctively Educational Way of Thinking and Theorizing with Chinese Characteristics.
ECNU Review of Education
10.1177/20965311231196313.
(In press).
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Deng, Zongyi;
(2022)
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries.
Journal of Curriculum Studies
, 54
(5)
pp. 599-617.
10.1080/00220272.2022.2089538.
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Deng, Zongyi;
Chapman, Arthur;
Gericke, Niklas;
(2025)
Powerful knowledge, school subjects and the
curriculum: an international and comparative
perspective.
Journal of Curriculum Studies
10.1080/00220272.2025.2528744.
(In press).
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Deng, Z;
(2022)
Powerful knowledge, transformations and Didaktik /curriculum thinking.
British Educational Research Journal
, Article berj.374. 10.1002/berj.3748.
(In press).
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Deng, Z;
(2019)
Reciprocal Learning, Pedagogy and High-Performing Education Systems: Learnings from and for Singapore.
Teachers and Teaching. Theory and practice
, 25
(6)
pp. 647-663.
10.1080/13540602.2019.1671326.
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Deng, Z;
(2018)
Rethinking teaching and teachers: Bringing content back into conversation.
London Review of Education
, 16
(3)
pp. 371-383.
10.18546/lre.16.3.02.
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Deng, Z;
(2018)
Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge.
Teaching and Teacher Education
, 72
pp. 155-164.
10.1016/j.tate.2017.11.021.
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Deng, Z;
(2018)
Bringing knowledge back in: perspectives from liberal education.
Cambridge Journal of Education
, 48
(3)
pp. 335-351.
10.1080/0305764X.2017.1330874.
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Deng, Z;
(2018)
Contemporary curriculum theorizing: crisis and resolution.
Journal of Curriculum Studies
, 50
(6)
pp. 691-710.
10.1080/00220272.2018.1537376.
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Deng, Z;
(2016)
Bringing curriculum theory and didactics together: a Deweyan perspective.
Pedagogy, Culture & Society
, 24
(1)
pp. 75-99.
10.1080/14681366.2015.1083465.
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Deng, Z;
(2013)
The “why” and “what” of curriculum inquiry: Schwab’s the Practical revisited.
Education Journal
, 41
(1-2)
pp. 85-105.
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Deng, Z;
(2012)
Constructing Chinese didactics: (Re)discovering the German didactics tradition.
Jahrbuch für Allgemeine Didaktik (JfAD – Yearbook for General Didactics)
, 2012
pp. 108-128.
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Deng, Z;
(2011)
Confucianism, modernization and Chinese pedagogy: An introduction.
Journal of Curriculum Studies
, 43
(5)
pp. 561-568.
10.1080/00220272.2011.617837.
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Deng, Z;
(2011)
Revisiting curriculum potential.
Curriculum Inquiry
, 41
(5)
pp. 538-559.
10.1111/j.1467-873X.2011.00563.x.
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Deng, Z;
(2010)
Curriculum Transformation in the Era of
Reform Initiatives: The Need to Rethink
and Re-conceptualize Content.
Journal of Textbook Research
, 3
(2)
pp. 93-113.
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Deng, Z;
(2004)
The fallacies of Jerome Bruner’s hypothesis in The Process of Education: A Deweyan perspective.
The Journal of Educational Thought (JET)
, 38
(2)
pp. 151-170.
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Deng, Z;
(2001)
The centrality of subject matter in teaching thinking: John Dewey’s idea of psychologizing the subject matter revisited.
Educational Research Journal
, 16
(2)
pp. 193-212.
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Deng, Z;
Gopinathan, S;
(2016)
PISA and high-performing education systems: explaining Singapore's education success.
Comparative Education
, 52
(4)
pp. 449-472.
10.1080/03050068.2016.1219535.
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Deng, Z;
Gopinathan, S;
(2006)
Fostering school-based curriculum development in the context of new educational initiatives in Singapore.
Planning and Changing: An Educational Leadership and Policy Journal
, 37
(1-2)
pp. 93-110.
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Hordern, J;
Muller, J;
Deng, Z;
(2021)
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik.
Journal of Curriculum Studies
, 53
(2)
pp. 143-152.
10.1080/00220272.2021.1891575.
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Westbury, Ian;
Deng, Zongyi;
(2025)
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum.
Journal of Curriculum Studies
pp. 1-5.
10.1080/00220272.2025.2537766.
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Book chapter
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Deng, Z;
(2021)
Bringing Content Back In: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education.
In: Green, B and Roberts, P and Brennan, M, (eds.)
Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry.
(pp. 105-122).
Palgrave Macmillan
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Deng, Z;
(2015)
Organisation and sequencing of subject matters.
In: He, MF and Schultz, BD and Schubert, WH, (eds.)
The SAGE guide to curriculum in education.
Sage: Thousand Oaks, CA, USA.
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Deng, Z;
(2012)
School subjects and academic disciplines: The differences.
In: Luke, Allan and Woods, Annette and Weir, Kate, (eds.)
Curriculum, Syllabus Design and Equity: A Primer and Model.
(pp. 40-53).
Routledge: New York, NY, USA.
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Deng, Z;
(2011)
Scientific literacy: Content and curriculum making.
In: Linder, Cedric and Östman, Leif and Roberts, Douglas A. and Wickman, Per-Olof and Ericksen, Gaalen and MacKinnon, Allan, (eds.)
Exploring the Landscape of Scientific Literacy.
(pp. 45-56).
Routledge: New York, NY, USA.
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Deng, Z;
(2010)
Curriculum planning and systems change.
In:
International Encyclopedia of Education.
(pp. 384-389).
Elsevier
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Deng, Z;
Gopinathan, S;
Lee, CKE;
(2013)
The Singapore curriculum: Convergence, divergence, issues and challenges.
In: Deng, Z and Gopinathan, S and Lee, CKE, (eds.)
The Singapore Curriculum: Convergence, Divergence, Issues and Challenges.
(pp. 263-275).
Springer Nature: Singapore.
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Deng, Zongyi;
(2024)
Foreword.
In: Vollmer, Helmut Johannes and Rothgangel, Martin, (eds.)
General Subject Didactics: Comparative Insights into Subject Didactics as Academic Disciplines.
Waxmann: Münster, Germany.
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Deng, Zongyi;
(2022)
Recontextualizing and Translating Twenty-First Century Competencies into Curriculum: Bringing Didaktik into Conversation.
In: Lee, Wing On and Brown, Phillip and Goodwin, Lin and Green, Andy, (eds.)
International Handbook on Education Development in Asia-Pacific.
(pp. 1-21).
Springer: Singapore, Singapore.
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Deng, Zongyi;
(2013)
Curriculum making in the new curriculum reform: Structure, process and meaning.
In: Yin, Hong-Biao and Lee, John Chi-Kin, (eds.)
Curriculum Reform in China: Changes and Challenges.
(pp. 31-46).
Nova Science Publishers: New York (NY), USA.
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Deng, Zongyi;
Luke, A;
(2008)
Subject matter: Defining and theorising school subjects.
In: Connelly, FM and He, MF and Phillion, J, (eds.)
The Sage Handbook of Curriculum and Instruction.
(pp. 66-90).
Sage: Thousand Oaks, CA, USA.
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Deng, Z;
(2017)
Rethinking curriculum and teaching.
In: Noblit, GW, (ed.)
Oxford Research Encyclopedia of Education.
Oxford University Press: Oxford, UK.
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