毕美杰，河南周口人，现为浙江师范大学教育学院讲师、硕士生导师。比利时布鲁塞尔自由大学（Vrije Universiteit Brussel）教育学博士(导师Katrien Struyven & Chang Zhu)，华中科技大学硕士。当前主要研究领域为学生差异、差异化教学、全纳教育、教师教育以及教育技术如何更好地辅助课堂教学等。在《Frontiers in Psychology》、《Social Psychology of Education》、《Cogent Education》、《Education 3-13》、《ECNU Review of Education》等学术期刊上发表学术文章；担任《Asia Pacific Education Review》、《Frontiers in Education》、《Pedagogy, Culture & Society》 等期刊匿名审稿人。

近期文章产出：

(1) 毕美杰,黄洪霖.国际差异化教学研究现状、热点与审思——基于WOS文献的数据分析[J].比较教育研究,2022,44(04): 78-87. 

(2) 毕美杰,黄洪霖. 国外差异化教学的理论模型：演变与应用[J].全球教育展望. 2023, 52 (09): 22-36.

(3) Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14, 1-13. 

(4) Bi, M., Letzel-Alt, V., Pozas, M., Zhu, C., & Struyven, K. (2024). Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study. Cogent Education, 11(1), 2380166.

(5) Bi, M., Struyven, K., & Zhu, C. (2024). Differentiated instruction in Chinese primary and secondary schools: A systematic literature review. ECNU Review of Education, 1-20.

(6) Bi, M., Struyven, K., Zhu, C., & Zhong, C. (2024). From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools. Education 3-13, 1-16.

(7) Cai, J., Wen, Q., Bi, M., & Lombaerts, K. (2024). How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors. Social Psychology of Education, 1-20.