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Chen, Q.& Leung, F. K. S. (2015). Analysing data and drawing conclusions on teachers’ beliefs. In B. Pepin & B. R?sken-Winter (Eds.), From beliefs to dynamic affect systems- (exploring) a mosaic of relationships and interactions (pp. 281-294). Dordrecht, Netherland: Springer.

Chen, Q., & Leung, F. K. S. (2015). Chinese teachers' mathematics beliefs in the context of curriculum reform. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese Teach Mathematics: Perspectives from Insiders (pp. 529-566). Singapore: World Scientific.

Chen, Q. (2014). Using TIMSS 2007 data to build mathematics achievement model of fourth graders in Hong Kong and Singapore. International Journal of Science and Mathematics Education, 12(6), 1519-1545. (SSCI)

Chen, Q., & Leung, F. K. S. (2013). A comparative study of teachers’ mathematics beliefs in the context of curriculum reform in Hong Kong and Chongqing. The Mathematics Educator, 15(1), 46-65.

Chen, Q. (2012). Teacher-related Predictors of Students’ Mathematics Achievement: Exploring TIMSS 2007 Grade 4 Data in Four East Asian School Systems. In O. S. Lan & E. J. Gonzalez (Eds.), TIMSS 2007: What Can We Learn? (pp. 3-21). Penang, Malaysia: SEAMEO RECSAM.