Zhao, X. (2019). Schools as asylums: A case study of a girl with OCD. In P. Smagorinsky,
J. Tobin, & K. Lee (Eds.), The disabling environments of education: Creating new cultures and environments for accommodating difference (pp. 181-191). Peter Lang.
Zhao, X. & Angleton, C. (2022). Critical identity literacy with young learners: Exploring gender and race at the intersection of social studies and art. Social Studies and the Young Learner, 35(1), 19-31.
Zhao, X. (2022). What kinds of agents?: A framework for creating inclusive classroom libraries. Talking Points, 34(1), 2-9.
Angleton C., & Zhao, X. (2022). Storying identity through arts-based readerly responses: Fourth-grade girls represent gender and race. Language Arts, 100(2), 110-121.
Angleton, C., Zhao, X., & Wellenreiter, B.R. (2021). Can people like me be patriotic too? Gender, race, and economics in “patriotic” picturebooks. Oregon Journal of the Social Studies, 9(2), 24-37.
Hauver, J., Zhao, X., & Kobe, J. F. (2017). Performance as pedagogy: Children’s trust and the negotiation of subjectivities in the context of deliberative dialogue. Theory & Research in Social Education, 45(3), 293-317.
FY 2022 Research Fellowship Grant. College of Education. Illinois State University. (2021)
Illinois Gateways to Opportunity® ECE credential competency project – pilot phase.. Governor’s Office of Early Childhood Development, Illinois Network of Child Care Resource and Referral Agencies. State. (2021)
Illinois Gateways to Opportunity® ECE credential competency project. Governor’s Office of Early Childhood Development, Illinois Network of Child Care Resource and Referral Agencies. State. (2020)
P is for Patriotic: An exploration of how children’s books conceptualize patriotism. College of Education. Illinois State University. (2020)
We are what we see: Analyzing the assumptions children bring to their transactions with books. Center for the Expansion of Language and Thinking. Other. (2020)