1.2022年度教育部人才社会科学研究青年基金项目（在地化视角下乡村初中职业生涯教育的理论与实践研究）主持；

2.2016-2018 National Science Foundation Noyce Grant: Preparing Teachers for Urban School Contexts. 参与美国国家自然科学基金会：城市学校STEM教师教育研究；

3.2016-2018 National Science Foundation: Supporting the Study and Career of Undergraduate Students from Underserved Families. 参与美国国家自然科学基金会：支持来自贫困和移民家庭的本科生的STEM学习与职业生涯规划；

4.2016 Parallel Stories: Teachers and Professional Developers in a Transformative Online Professional Learning Community of China, International Study Association on Teachers and Teaching (ISATT). 主持国际教师与教学研究协会： 网络教师社群中教师与教师发展引导者的平行叙事探究；

5.2019年入选“博士后国际交流引进计划”；

6.Li, J., & Craig, C. (2021).  A narrative inquiry into a beginning teacher’s living counter stories in a high-needs school in rural China. Research Papers in Education (SSCI)；

7.Craig, C., Li, J., Rios, A., Lee, H., Verma, R.M. (2022). Wounded healer,: The impact of a grant-supported scholarship on an underrepresented science, technology, engineering and mathematics student’s career and life. Frontiers in Education；

8.Craig, C., Li, J., & Kelley, M (2021) ‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner, Journal of Curriculum Studies (SSCI）；

9.Li, J., Yang, X., & Craig, C. (2019) A narrative inquiry into a teacher-principal’s fostering his best-loved self with facilitators in an online teacher community. Journal of Education for Teaching (SSCI)；

10.Li, J., & Craig, C. (2019). A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens, Teachers and Teaching: Theory and Practice 25(8), 918-936. (SSCI)；

11.Craig, C., Evans, P., Verma, R., Stokes, D., & Li, J. (2019). A tribute to “unsung teacher”: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education (SSCI)；

12.Li, J. (2021). The unknown self: small stories from an online teacher community in China. In Ratman, T., & Craig, C. (Eds.) Excessive Teacher Entitlement: Digging at the Roots. (book chapter)；

13.Li, J., Evans, P., Craig, C., Stokes, D., Verma, R., & Zhu, G. (2021). The influence of professors on students enrolled in the STEM programs with the intent of embarking on STEM careers. (book chapter)；

14.Li, J., Craig, C., Gale, T., Norton, M., Zhu, G., Evans, P., Stokes, D., & Verma, R. (2021). The value of STEM scholarship grants to undergraduate and graduate students intending to study the STEM disciplines and pursue STEM careers. (book chapter)；

15.Craig, C., Evans, P., Stokes, D. & Li, J., (2018). The Gordian knot of teacher induction: When context trumps teacher preparation and the desire to teach.  In D. McDonald (Ed.), Teacher induction in secondary schools in urban America. Charlotte, NC: InfoAge Publishing. (book chapter)；

16.Li, J., Logan, K. (2017). Stories of an English language arts teacher in a high-needs, secondary school: A narrative inquiry into her best-loved self. In V. Ross., E. Chan & D. Keyes (Eds.), Crossroads of the classroom: Narrative intersections of teacher knowledge and the subject matter. Bingley, UK: Emerald Group Publishing. (book chapter)；

    17.Li, J. (2016). From self-doubt to self-acceptance: An ESL learner's journey. GATESOL in GATESOL in Action, (1) 1-9。

1.2022年度教育部人才社会科学研究青年基金项目（在地化视角下乡村初中职业生涯教育的理论与实践研究）主持；

2.2016-2018 National Science Foundation Noyce Grant: Preparing Teachers for Urban School Contexts. 参与美国国家自然科学基金会：城市学校STEM教师教育研究；

3.2016-2018 National Science Foundation: Supporting the Study and Career of Undergraduate Students from Underserved Families. 参与美国国家自然科学基金会：支持来自贫困和移民家庭的本科生的STEM学习与职业生涯规划；

4.2016 Parallel Stories: Teachers and Professional Developers in a Transformative Online Professional Learning Community of China, International Study Association on Teachers and Teaching (ISATT). 主持国际教师与教学研究协会： 网络教师社群中教师与教师发展引导者的平行叙事探究；

5.2019年入选“博士后国际交流引进计划”；

6.Li, J., & Craig, C. (2021).  A narrative inquiry into a beginning teacher’s living counter stories in a high-needs school in rural China. Research Papers in Education (SSCI)；

7.Craig, C., Li, J., Rios, A., Lee, H., Verma, R.M. (2022). Wounded healer,: The impact of a grant-supported scholarship on an underrepresented science, technology, engineering and mathematics student’s career and life. Frontiers in Education；

8.Craig, C., Li, J., & Kelley, M (2021) ‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner, Journal of Curriculum Studies (SSCI）；

9.Li, J., Yang, X., & Craig, C. (2019) A narrative inquiry into a teacher-principal’s fostering his best-loved self with facilitators in an online teacher community. Journal of Education for Teaching (SSCI)；

10.Li, J., & Craig, C. (2019). A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens, Teachers and Teaching: Theory and Practice 25(8), 918-936. (SSCI)；

11.Craig, C., Evans, P., Verma, R., Stokes, D., & Li, J. (2019). A tribute to “unsung teacher”: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers. European Journal of Teacher Education (SSCI)；

12.Li, J. (2021). The unknown self: small stories from an online teacher community in China. In Ratman, T., & Craig, C. (Eds.) Excessive Teacher Entitlement: Digging at the Roots. (book chapter)；

13.Li, J., Evans, P., Craig, C., Stokes, D., Verma, R., & Zhu, G. (2021). The influence of professors on students enrolled in the STEM programs with the intent of embarking on STEM careers. (book chapter)；

14.Li, J., Craig, C., Gale, T., Norton, M., Zhu, G., Evans, P., Stokes, D., & Verma, R. (2021). The value of STEM scholarship grants to undergraduate and graduate students intending to study the STEM disciplines and pursue STEM careers. (book chapter)；

15.Craig, C., Evans, P., Stokes, D. & Li, J., (2018). The Gordian knot of teacher induction: When context trumps teacher preparation and the desire to teach.  In D. McDonald (Ed.), Teacher induction in secondary schools in urban America. Charlotte, NC: InfoAge Publishing. (book chapter)；

16.Li, J., Logan, K. (2017). Stories of an English language arts teacher in a high-needs, secondary school: A narrative inquiry into her best-loved self. In V. Ross., E. Chan & D. Keyes (Eds.), Crossroads of the classroom: Narrative intersections of teacher knowledge and the subject matter. Bingley, UK: Emerald Group Publishing. (book chapter)；

    17.Li, J. (2016). From self-doubt to self-acceptance: An ESL learner's journey. GATESOL in GATESOL in Action, (1) 1-9。