朱进杰，教育研究哲学博士（Ph.D. in Educational Studies with Specialization in Educational Administration in K-12 Education），湖南大学教育科学研究院助理教授
联系方式：zhu.2767@osu.edu
研究方向：
教育公平、教育组织行为学
我现在以及未来五年内研究方向为教育公平。具体而言，关注应用差异化获取和差异化收益模型评估各国特定教育资源与实践分配情况对教育公平的影响，同时，我还会对差异化获取和差异化收益模型进行理论和统计上的拓展。但是，由于我之前发表主要是集中于教育组织行为学，因此，我也可以指导相关的研究。研究方法偏好量化研究，擅长多种统计分析方法，但是偏好因果推断。
注：差异化获取和差异化收益模型（理论）是我在博士毕业论文中所提出的一个理论模型。
教育背景：
2020-2024，俄亥俄州立大学，教育研究哲学博士（Ph.D. in Educational Studies），教育管理学专业（Educational Administration in K-12 Education）
2016-2019，北京师范大学，教育学硕士，教育经济与管理专业 （教育管理学方向）
2012-2016，北京师范大学，教育学学士，公共事业管理专业
博士毕业论文：
Mitigating the Socioeconomic Achievement Gap: The Theory of Differential Access and Differential Benefits
同行评议期刊论文：
Qu, Y., Zhu, J.*, & Goddard, R. D. (2022). Modesty brings gains: Linking humble leadership to knowledge sharing via psychological safety and psychological empowerment in professional learning communities. Educational Studies, 1–22. https://doi.org/10.1080/03055698.2022.2103648
Yao, J., You, Y., & Zhu, J. (2020). Principal-teacher management communication and teachers’ job performance: The mediating role of psychological empowerment and affective commitment. The Asia-Pacific Education Researcher, 29(4), 365-375. https://doi.org/10.1007/s40299-019-00490-0
Zhu, J., Yao, J., & Zhang, L. (2019). Linking empowering leadership to innovative behavior in professional learning communities: the role of psychological empowerment and team psychological safety. Asia Pacific Education Review, 20(04):657-671. https://doi.org/10.1007/s12564-019-09584-2
位星, & 朱进杰. (2019). 互联网视域下深度学习思维影响机制研究--基于信息素养的中介效应检验. 开放教育研究, 25(1), 73-81. https://doi.org/10. 13966 /j. cnki. kfjyyj. 2019. 01. 008
朱进杰, 姚计海, & 吴曼. (2018). 教师的教学自主权与工作满意度的关系: 教学自主性的中介作用. 心理发展与教育, 34(3), 338-345. https://doi.org/10.16187/j.cnki.issn1001-4918.2018.03.10
姚计海, 相晓彤, & 朱进杰. (2018). 教师沟通满意度与组织承诺: 情绪枯竭的中介作用. 教育学报, 14(6), 71-80. https://doi.org/0.14082/j.cnki.1673-1298.2018.06.009
同行评议会议论文：
Zhu, J. & Goddard, R. (2023, April 13-16). Examining the relationship between teacher collaboration and teacher autonomy: Evidence from multilevel cross-lagged panel model [Round Table]. 2023 AERA Annual Meeting, Chicago, Illinois, United States.
Zhu, J. & Goddard, R. (2022, November 14-20). The role of critical dialogue in the development of faculty trust and collective responsibility [Paper Presentation]. UCEA 2022 Annual Convention, Seattle, Washington, United States.
Zhu, J. & Qu, Y. (2022, April 21-26). Linking humble leadership to knowledge sharing via psychological safety and empowerment in professional learning communities [Round Table]. 2022 AERA Annual Meeting, San Diego, California, United States.
Zhu, J., Liang, J., Goddard, R. (2021, November 11-14). Effects of teacher-centered and student-centered teaching practices on achievement gap caused by family socioeconomic status [Paper Presentation]. UCEA 2021 Annual Convention, Columbus, Ohio, United States.
Zhu, J. (2021, April 9). Humble leadership in professional learning communities [Paper Presentation]. 35th Edward F. Hayes Graduate Research Forum. Columbus, Ohio, United States.
Zhu, J.J., Yao, J. H., Zhang, L.L. (2019, April 5 - 9). Linking empowering leadership to innovative behavior: The role of psychological empowerment and team psychological safety [Round Table]. 2019 AERA Annual Meeting, Toronto, Canada.
头衔:
2021.08 – 2023.05 Fawcett Scholar
