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Profiles of Provision for Learning in Preschool Classrooms in Rural China: Associated Quality of Teacher-child Interactions and Teacher Characteristics Journal article
Early Education and Development, 2020
Authors:  Bi Ying Hu;  Shuang Wang;  Yingquan Song;  Sherron Killingsworth Roberts
Favorite |  | TC[WOS]:0 TC[Scopus]:0 | Submit date:2020/11/06
Global quality profiles in Chinese early care classrooms: Evidence from the Shandong Province Journal article
Children and Youth Services Review, 2019,Volume: 101,Page: 157-164
Authors:  Bi Ying Hu;  Zanmei Song;  Shuang Wang;  Jennifer LoCasale-Crouch
Favorite |  | TC[WOS]:0 TC[Scopus]:0 | Submit date:2019/08/07
Early Care Classrooms  Global Quality  Infant Toddler Environment Rating Scale-revised  Latent Profile Analysis (Lpa)  
Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis Journal article
Teaching and Teacher Education, 2019,Volume: 80,Page: 1-12
Authors:  Yi Yang;  Bi Ying Hu
Favorite |  | TC[WOS]:0 TC[Scopus]:0 | Submit date:2019/08/07
Testing the ‘thresholds’ of preschool education quality on child outcomes in China Journal article
Early Childhood Research Quarterly, 2019,Volume: 47,Page: 445-456
Authors:  Kejian Li;  Peng Zhang;  Bi Ying Hu;  Margaret R. Burchinal;  Xitao Fan;  Jinliang Qin
Favorite |  | TC[WOS]:4 TC[Scopus]:7 | Submit date:2019/08/07
Child Outcome  Preschool Education  Quality  Threshold  
‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China Journal article
Early Child Development and Care, 2019
Authors:  X. Christine Wang;  Wei Dai;  Biying Hu;  Zhanmei Song
Favorite |  | TC[WOS]:0 TC[Scopus]:0 | Submit date:2020/11/06
Child–teacher Interaction  Cultural Practice  Early Childhood  Praise  
Teacher–child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis Journal article
Learning and Individual Differences, 2018,Volume: 68,Page: 1-11
Authors:  Hu,Bi Ying;  Wu,Huiping;  Curby,Timothy W.;  Wu,Zhongling;  Zhang,Xiao
Favorite |  | TC[WOS]:1 TC[Scopus]:5 | Submit date:2019/08/07
Attitudes toward reading  Literacy achievement  Preschool children  Teacher-child interaction quality  
Structural and process predictors of Chinese parental satisfaction toward early childhood education services Journal article
CHILDREN AND YOUTH SERVICES REVIEW, 2018,Volume: 89,Page: 179-187
Authors:  Bi Ying Hu;  Yi Yang;  Huiping Wu;  Zhanmei Song;  Jeniffer Neitzel
Favorite |  | TC[WOS]:3 TC[Scopus]:4 | Submit date:2018/10/30
Early Childhood Education Service  Parental Satisfaction  Structural Quality  Process Quality  Chinese Parents  
Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality Journal article
Early Childhood Research Quarterly, 2017,Volume: 41,Page: 37-49
Authors:  Bi Ying Hu;  Yisu Zhou;  Liang Chen;  Xitao Fan;  Adam Winsler
Favorite |  | TC[WOS]:6 TC[Scopus]:7 | Submit date:2019/08/12
Child Outcomes  Early Childhood Education (Ece)  Expenditure  Program Quality  Teacher-child Interaction  
An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion Journal article
International Journal of Inclusive Education, 2017,Volume: 21,Issue: 2,Page: 187-204
Authors:  Bi Ying Hu;  Hui Ping Wu;  Xue Yun Su;  Sherron Killingsworth Roberts
Favorite |  | TC[WOS]:7 TC[Scopus]:9 | Submit date:2019/08/07
China  Early Childhood Inclusion  Inservice Teachers  Preservice Teachers  Quality  
An Examination of the Implementation of Mathematics Lessons in a Chinese Kindergarten Classroom in the Setting of Standards Reform Journal article
Journal of Research in Childhood Education, 2017,Volume: 31,Issue: 1,Page: 53-70
Authors:  Hu,Bi Ying;  Quebec Fuentes,Sarah;  Ma,Jingjing;  Ye,Feiwei;  Roberts,Sherron Killingsworth
Favorite |  | TC[WOS]:1 TC[Scopus]:1 | Submit date:2019/08/07
China  kindergarten  mathematics curriculum reform