刘胜男

期刊评审： Educational Administration Quarterly; Compare; Asia Pacific Journal of Education; 

                   Chinese Education and Society; Journal of Educational Administration; Educational Studies， ECNU Review of Education 等

香港教育大学亚太领导与变革研究中心（APCLC）研究员（201707-202407）

1 校长领导力

2 校长领导对学校改进的影响效应

3 教师专业学习

学术阅读、反思与写作

中小学校管理常识

教育管理研习与探究

主持课题

1. 主持2021年国家社科基金教育学国家青年项目《基于模糊层次分析的我国县级教师发展机构专业能力评价研究》

2. 主持2018年全国教育科学“十三五”规划教育部青年项目《教师创新素养结构、影响因素及其作用机制研究》

3. 主持2018年度山东省社会科学规划项目《山东省乡村青年教师激励机制优化及其影响效应模型的实证研究》

4. 主持2017年度中国海洋大学基本科研业务费校青年教师科研专项基金项目《校长领导对学生学业成就的影响机制研究》

5. 主持2017年度青岛市社会科学规划项目《青岛市乡村校长课程领导力及其影响机理的理论与实证研究》

6. 主持2017年度山东省高等学校人文社科计划一般项目B类项目《社会交换理论视角下山东省乡村教师离职意向的影响机制研究》

7. 青岛市教育科学十三五规划重点课题《青岛市振兴乡村教育战略中的农村教育现代化研究》

8. 主持青岛市教育局委托课题《城区义务教育学校学区划分办法》

作为主要成员参与课题

1. 参与2019年全国教育科学规划 国家一般课题《优质均衡视角下学区划分优化模型研究》

2. 参与2014年全国教育科学规划 教育部青年课题《学区制促进区域教育优质均衡发展的理论与实践研究》

英文国际期刊

1. Liu, S., Yin, H., Wang, Y., & Lu, J. (2024). Teacher innovation: Conceptualizations, methodologies, and theoretical framework. Teaching and Teacher Education, 145. 104611. (SSCI) 

2. Liu, S., & Hallinger, P. (2024). The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model. Educational Management Administration & Leadership. DOI: 10.1177/17411432241232541(SSCI)

3. Liu, S., & Yin, H. (2024). Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools. Teaching and Teacher Education, 139, 104443. (SSCI)

4. Liu, S., & Yin, H. (2023). Does school power distance matter for the effectiveness of professional communities in China? A multilevel moderated mediation analysis. Teaching and Teacher Education, 134, 104335. (SSCI)  

5. Lei Mee Thien, Liu, S., Liu, Q., & Adams, D. (2023). Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in Malaysian school context: A partial least squares analysis, Educational Management Administration & Leadership. 51(4), 809-830. (SSCI)

6. Liu, S., & Yin, H. (2023). How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis, Educational Management Administration & Leadership. 51(2), 345-364.（SSCI）

7. Liu, S., & Hallinger, P. (2022). The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership. DOI: 10.1177/17411432221089185.（SSCI）

8. Liu, S., & Yin, H. (2022). Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education. 103571 (SSCI)  

9. Liu, S., & Hallinger, P. (2021). Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration & Leadership. 49(2), 214-233.（SSCI） 

10. Hallinger, P, Liu, S. & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study of China and Thailand. Compare, 49(3), 341-357. (SSCI)

11. Liu, S., & Hallinger, P. (2018). Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model. Educational Administration Quarterly,54(4), 501–528.（SSCI）

12. Liu, S., & Hallinger, P. (2017). Teacher development in rural China: How ineffective school leadership fails to make a difference. International Journal of Leadership in Education, 21(6), 633-650. 

13. Liu, S., Hallinger, P. & Feng, D. (2016). Supporting the professional learning of teachers in China: Does leadership make a difference, Teaching and Teacher Education, 59. 79-91. (SSCI）

14. Hallinger, P & Liu, S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness, International Journal of Educational Development, 51. 163-173. (SSCI)

15. Liu, S., Hallinger, P. & Feng, D. (2016). Learning-centered leadership and teacher learning in China: Does trust matter, Journal of Educational Administration, 54(6). 661-682. 

中文期刊

1.     刘胜男，李心蕾，王雨宁（2023）. 县级教师发展机构专业能力评价及提升策略研究[J]. 中国教育学刊，10：69-75. （CSSCI）

2.  刘胜男，郭嘉欣，赵新亮. (2022). 学校支持服务体系对乡村青年教师教学创新的影响机制研究. 教师教育研究，34(1), 78-85.

3. 王金梦，刘胜男. (2021). 中小学信息技术教师职业认同及影响因素调查研究. 上海教师, (9), 101-111.

4. 刘胜男，冯大鸣. (2021). 学校治理现代化进程中的挑战及其超越. 中小学管理, (4), 14-17. 

5. 冯大鸣，刘胜男. (2020). 指向人工智能与教育深度融合的学校领导变革. 中国教育学刊，10,21-26.

6. 刘胜男，赵新亮. (2017). 新生代乡村教师缘何离职——组织嵌入理论视角的阐释. 教育发展研究,(7-8),78-83. 

7.赵新亮，刘胜男. (2018). 工作环境对乡村教师专业学习的影响机制研究. 教师教育研究，30（4），38-43.

8.刘胜男，王海涛，王益国. （2017）. 教学型领导对教师工作投入的作用机理研究. 现代基础教育研究，28: 53-60.

9.刘胜男. (2015). 学习导向型领导：影响教师组织学习的领导因素. 教育发展研究, (4).54-60.