l Liu T., Holmes K., & Albright J. (2019). (In press) Teachers’ perceptions of educational inclusion for migrant children in Chinese urban schools: A cohort study. Education and Urban Society.DOI:10.1177/0013124519868219.
l Liu T., & Laura R. S. (2018). From education segregation to inclusion: The policy ramifications on Chinese internal migrant children. Policy Futures in Education, 16(3),237-250.
l Liu T., Holmes K., & Zhang M. (2018). Better educational inclusion of migrant children in urban schools? Exploring the influences of the population control policy in large Chinese cities. Asian Social Work and Policy Review, 12(1), 54-62.
l Liu T., Lu M., & Holmes K. (2017).(In press）Co-parental self-efficacy and young child developmental outcomes among rural-urban migrant families. Early Child Development and Care. DOI:10.1080/03004430.2017.1412958.
l Liu T., & Laura R. S. (2017). School segregation policy and its educational ramifications for internal migrant children in urban China. Asian Journal of Social Science Studies, 2, 10-19.
l Liu T., & Laura R. S. (2017). Assimilation patterns of migrant students in China: An exploration of their implications for mathematics outcomes. International Journal of Asian Social Science.7, 595-607.
l Liu, T., Holmes, K., & Albright, J. (2015). Predictors of mathematics achievement of migrant children in Chinese urban schools: A comparative study. International Journal of Educational Development, 42 (2), 35-42.
l Liu, T., Holmes, K., & Albright, J. (2015). Urban teachers’ perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study. International Journal of Inclusive Education, 19(9), 994-1008.
l Liu, T., & Laura, R. S. (2015). Pedagogic reflections on Chinese equity issues: Investigating disparate performance outcomes in primary mathematics. International Online Journal of Primary Education, 4(1), 10-20.