Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis

Yi Yang; Bi Ying Hu

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 1–12

Language: English

When Inclusion Is Innovation: An Examination of Administrator Perspectives on Inclusion in China

Bi Ying Hu; Sherron Killingsworth Roberts

Journal of School Leadership Vol. 21, No. 4 (July 2011)

This article examines administrator perspectives of innovative services for the inclusion of young children with disabilities in regular preschool classrooms in China. Twelve directors from 12 pilot inclusion preschools in Beijing participated in...

A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect

Bi Ying Hu; Sherron Killingsworth Roberts

International Journal of Educational Development Vol. 33, No. 4 (July 2013) pp. 316–324

By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include ...

Language: English

On the road to universal early childhood education in China: A financial perspective

Yisu Zhou; Hui Li; Bi Ying Hu; Ling Li

International Journal of Educational Development Vol. 53, No. 1 (March 2017) pp. 137–144

In 2010, China embarked on an ambitious goal to expand early childhood education (ECE) nationwide. An integral part of this plan was to substantially expand public institutions, particularly in rural areas. Using longitudinal finance data from a...

Language: English

Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children

Bi Ying Hu; Xitao Fan; Yi Yang; Jennifer Neitzel

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 63, No. 1 (April 2017) pp. 137–147

This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children interaction practice in Chinese kindergartens. Data...

Language: English

The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation

Bi Ying Hu; Lisa Dieker; Yi Yang; Ning Yang

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 57, No. 1 (July 2016) pp. 39–50

Based on the observation of 180 early childhood classrooms using the Classroom Assessment Scoring System (CLASS), the researchers found Chinese teachers scored lower on instruction support quality compared to international colleagues. Researchers...

Language: English

A Case Study of the Implementation of Chinese Kindergarten Mathematics Curriculum

Bi Ying Hu; Sarah Quebec Fuentes; Chun Yan Wang; Feiwei Ye

International Journal of Science and Mathematics Education Vol. 12, No. 1 (February 2014) pp. 193–217

In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include ...

Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons

Bi Ying Hu; Juan Ren; Jennifer LoCasale-Crouch; Sherron Killingsworth Roberts; Yi Yang; Keang-Ieng Peggy Vong

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 70, No. 1 (February 2018) pp. 34–46

Language: English