2022-02-23T10:11:16+08:00

Biying HU 胡碧穎

Associate Professor

Faculty of Education, University of Macau

Received:

Macao Tong Chai Charity Association. “幼师职前实习期师幼互动能力发展课程项目——以师幼互动理论为导向的职前幼师专业能力发展课程的实践”. Principal Investigator. Awarded MOP 725,180 for 2019 to 2022.

American Association of University Women (AAUW) International Project Grant

Award: Adapting CONNECT Modules for Chinese Preschool Inclusion Teacher Training. Principal Investigator. Awarded $7,000.00 for Fall 2013 to Fall 2014.

 

Key Grant Project of the Science Foundation of Ministry of Education of China: A Policy Study of Ensuring A Basic and Quality Preschool Education for All Children in China. Key Study Personnel. Zhejiang Normal University (ZNU) in China. ZNU made a 1.5 match (Yuan 375,000.00) to support the project along with funding from the Foundation of Yuan 250,000.00 (Fall 2011-Fall 2015). (Grant # AHA110004).

 

National Social Science Foundation for Young Scholars of China: A Multidimensional and Integrated View Approach to Chinese Preschool Evaluation. Co-PI with Dr. Kejian Li from ZNU. ZNU made a 1.5 match (Yuan 225,000.00) to support the project along with funding from the Foundation of Yuan 150,000.00 (Fall 2011-Fall 2015). (Grant # CHA110131)

 

International Fellowship Award: Exploring an Effective Model of Training Chinese Early Childhood Teachers and Orphanage Caregivers for Inclusive Practices. (American Association of University Women, 2008-2009, $20,000.00 for one year.) 

Teaching and Research Grant Award: Exploring an Effective Training Model for Teachers of Students with Cognitive Disabilities in China. (Toni Jenning’s Exceptional Education Institute at the University of Central Florida, (2007-2008, $30,000.00 for three years).

Received:

“The Effects of Preschool Program Quality on Children’s Mid- to Long-term Learning and Development Outcomes: A Follow-up Three-year Longitudinal Study.” (University of Macau Multi-Year Research Grant; MYRG2Ol8-00024-FED) (awarded for 2018-2021 school year). MOP 660,000 Total.

“A Longitudinal Study on the Effects of Preschool Program Quality on Children’s Learning and Development Outcomes.” (University of Macau Multi-Year Research Grant; MYRG20l5-00156-FED) (awarded for 2015-2018 school year). MOP 450,000 each year for three years.

 “An Investigation of an innovative Professional Development Model and its Effectiveness for Improving Early Childhood Program Quality and Enhancing Children’s Learning and Development.” (University of Macau Multi-Year Research Grant; MYRG20l5-00157-FED) (awarded for 2015-2018 school year). MOP 450,000 each year for three years.

 “Defining and Measuring the Quality of Inclusive Preschool Education in Chinese Contexts.” (University of Macau Multi-Year Research Grant; MYRG052(Y1-L2)-FED13-HBY) (awarded for 2013-2015 school year). MOP 180,000 each year for three years.

 A Start-Up Research Grant from University of Macau (SRG003-FED13-HBY). (Awarded for 2013-2014 school year). MOP 100,000 for one to two years.

“A Comparative Study of Chiense and U.S. Kindergarten Mathematics Curricula.” (TCU Research and Creative Activities Fund Grant) (awared for 2011-2012 school year). $2,000 for one year.

 “A Comparative Study of Chinese and U.S. Kindergarten Mathematics Curricula.”  (TCU Junior Faculty Summer Research Program)  Awarded $6,000 for  summer 2011.

“Investigating the Progress and Challenges in Providing Early Childhood Education to Young Migrant Children in Zhejiang, China: Voices from Teachers and Families.” (TCU Research and Creative Activities Fund Grant) (awarded for 2010-2011 school year). $4,000 for one year.

“A Validity Study of the Early Childhood Rating Scale-Revised (ECERS-R) In China.” (TCU Junior Faculty Summer Research Program)  Awarded $6,000 for  summer 2010.

“Graduate Level Mathematics Methods Course & Practicum for Teaching Students with High-incidence Disabilities.” (TCU Instructional Grant) Awarded $3600 for June 1, 2010 through May 31, 2011.

  1. Yang, Y. (Aug, 2017). Exploring Chinese preschool teachers’ classroom instructional support quality and beliefs about children: A mixed-method approach, Dissertation, University of Macau.
  1. Wu, Z. (Aug, 2017). Chinese preschool children’s social skills: Its development and associations with teacher-child relationships, Dissertation, University of Macau.
  1. 丁骞,胡碧颖,宋占美,吴慧萍.我国农村地区婴幼儿家庭环境质量现状与影响因素研究[J]. 陕西学前师范学院学报, 2021, 37(1): 1-8. (Key Journal in Chinese Early Childhood Education)
  1. Wang, S., Hu, B., Fan, X., & Song, Z. (2020). 双因子模型下幼儿园班级师幼互动研究.[The bifactor model of teacher–child interactions in preschools]. Teacher Education Research, 31(6), 56-63. (CSSCI)
  1. Wang, S., Li., K., & Hu, B. (2019). 美国学前教育质量评级与提升系统中的儿童发展水平测量研究及其启示[Child Outcome Measurement in Early Childhood Education Quality Rating: The Research Carried Out by Quality Rating and Improvement System in American]. Early Childhood Education (Educational Sciences), 8012(6), 43–47. (Key Journal in Chinese Early Childhood Education)
  1. Gu, C., Wang, Y., Wu, C., Xie, X., Cui, C., Wang, Y., Wang, W., Hu, B., & Zhou, Z. (2015). 社会创造性的脑机制:状态与特质的EEG α波活动特点 [Brain correlates underlying social creative thinking: EEG Alpha activity in Trait vs. State Creativity]. Acta Psuchologica Sinica, 47(6), 765–773. (CSSCI; Comprehensive IF=2.544; Combined IF=1.371)
  1. Li, A., Su, X., & Hu, B. (2015). 职前教师对早期融合教育理念和实践认识的调查 [Pre-service teachers’ understanding of the concept and practice about early inclusive education]. Chinese Journal of Special Education, 6, 13–17. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)
  1. Li, K., Hu, B., Pan, Y., & Qin, J. (2013). 美国《幼儿学习环境评价量表(修订版)》之中国文化适宜性探索与思考 [Exploring the ECERS-R’s cultural adaptability for early childhood education in China]. Early Childhood Education (Educational Sciences), 637(11), 3–8. (Key journal in Chinese Early Childhood Education)
  1. Chen, Y., Hu, B., & Li, K. (2013). 幼儿园户外活动质量与儿童动作发展的关系 [The relationship between outdoor plays’ quality and children’s motor development]. Studies in Preschool Education, 220(4), 25–32. (CSSCI; Comprehensive IF=1.100; Combined IF=0.647)
  1. Hu, B., & Li, K. (2012). 学前融合教育质量:相关概念解析与评价工具的理论构想 [The quality of early childhood inclusive education: Related conceptualizations and the theoretical construction of an evaluation tool]. Chinese Journal of Special Education, 143, 3–7. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)
  1. Li, K. & Hu, B. (2012). 国际视野中的托幼机构教育质量评价——兼论我国托幼机构教育质量评价观的重构 [On quality evaluation of early childhood programs in the international context and restructuring the related conceptions of our nation]. International and Comparative Education, 270(7), 15–20. (CSSCI; Comprehensive IF=0.856; Combined IF=0.519)
  1. Hu, B. & Cao, S. (2011). 美国幼儿园社会情绪课程教学策略综述 [A review of social emotional teaching strategies for preschool children in America]. Early Childhood Education (Educational Sciences), 519(7), 84–87. (Key journal in Chinese Early Childhood Education) 
  1. Hu, B. (2010). 幼儿园学习环境质量评估对全纳教育的启示 [The enlightenment of the quality assessment of kindergartens’ learning environments on inclusive education]. Chinese Journal of Special Education, 123(9), 9–15. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)
  1. Hu, B., & Zhu, Z. (2009). 美国《幼儿学习环境评量表》及在中国的初步应用 [The early childhood environment rating scale and its initial use in China]. Early Childhood Education (Educational Sciences), 11, 47–51. (Key journal in Chinese Early Childhood Education)

Hu, B., & Wang, S. (2021). Early Childhood Education Quality Evaluation and Research, Beijing: Beijing Normal University Publishing Group.

  1. Wang, S., Hu, B., & Curby, T. (accepted). Teachers’ Child-centered Belief, Teacher–child interaction Quality, and Children’s Development of Behavioral Self-regulation”. Journal of School Psychology. (SSCI; IF=4.292; 5Y-IF=5.192; Rank: 11/61 in Psychology)
  2.  101.Wang, X., Zhang, M., Yu, Y., Hu, B., & Yang, X. (2021). Extending the theory of planned behavior to examine Chinese parents’ intention to use child care services for children under age 3. Children and Youth Services Review, 106208. (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies) 
  1. Hu, B., Huang, P., Wang, S., Timothy, C. (2021). Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching. Journal of Early Childhood Literacy. DOI: 10.1177/14687984211037004 (SSCI; IF=2.769; 5Y-IF=3.98; Rank:94/264 in Education & Educational Research)
  1. Ren, L., Xu, W., Wu, Z., Zhou, Z., & Hu, B. (2021). Distinct patterns of organized activity participation and their associations with school readiness among Chinese preschoolers. Journal of School Psychology, 86, 100-119. DOI: https://doi.org/10.1016/j.jsp.2021.03.007 (SSCI; IF=4.292; 5Y-IF=5.192; Rank: 11/61 in Psychology)
  1. Wang, S., Hu, B., & Zhang, X. (2021). Kindergarteners’ spatial skills and their reading and math achievement in second grade. Early Childhood Research Quarterly, 57, 156-166. DOI: https://doi.org/10.1016/j.ecresq.2021.06.002 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research) 
  1. Hu, B., Zhong, W., & Kong, Z. (2021). Family Physical Activities Choice, Parental Views of Physical Activities, and Chinese Preschool Children’s Physical Fitness and Motor Development. Early Childhood Education Journal, 1-13. DOI: https://doi.org/10.1007/s10643-021-01190-5 (SSCI; IF=1.771; 5Y-IF=1.947; Rank:182 /264 in Education & Educational Research)
  1. Hu, B., Ren, L., Wu, Z., Chen, J., & He, J. (2021). Teacher-child conflict and children’s problem behavior in the cultural context of Chinese preschools. School Psychology Review, 1-17. DOI: https://doi.org/10.1080/2372966X.2020.1827678 (SSCI; IF=2.722; 5Y-IF=4.133; Rank: 25/61 in Psychology) 
  1. Hu, B., Li, Y., Wang, C., Wu., H., & Vitiello, G. (2021). Preschool Teachers’ Self-efficacy, Classroom Process Quality, and Children’s Social Skills: A Multilevel Mediation Analysis, Early Childhood Research Quarterly, 55, 242-251. https://doi.org/10.1016/j.ecresq.2020.12.001(SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Hu, B., Li, Y., Zhang, X., Roberts, S., & LoCasale-Crouch., J. (2021). The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education, 98, 1-14. https://doi.org/10.1016/j.tate.2020.103253 (SSCI; IF=3.272; 5Y-IF=4.757; Rank: 65/264 in Education & Educational Research)
  1. Allee-Herndon,K. A., Roberts, S., Hu, B., Clark, M. H., & Stewart, M. S. (2021) Let’s talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms. Early Childhood Education Journal, 1-14. DOI: https://doi.org/10.1007/s10643-020-01141-6 (SSCI; IF=1.771; 5Y-IF=1.947; Rank:182           /264 in Education & Educational Research)
  1. Wang, Y., Shangguan C., Gu, C., & Hu B. (2020). Individual differences in negative emotion differentiation predicts resting-state spontaneous emotional regulatory processes. Frontiers in Psychology, 11, 1-10. DOI: https://doi.org/10.3389/fpsyg.2020.576119 (SSCI; IF=2.99; 5Y-IF=3.62; Rank: 42/140 in Psychology) 
  1. Li, C., Mu, X., Tan, Y., Gu, C., Hu, B., & Gan, C. (2020). Do field-dependent individuals tend to have lower creativity than field- independent ones? The role of informational cues in electronic brainstorming, Interactive Learning Environments, 1-20. DOI: https://doi.org/10.1080/10494820.2020.1821715 (SSCI; IF=3.928; 5Y-IF=3.868; Rank: 43/264 in Education & Educational Research)
  1. Hu, B., Alexander, C. R., Wu, H., & Li, Y. (2021). Home-school partnership and Chinese parents’ satisfaction of preschool services: The Moderating effect of childrearing beliefs. Journal of Child and Family Studies, 30, 206-219. https://doi.org/10.1007/s10826-020-01862-7 (SSCI; IF=2.278; 5Y-IF=2.91; Rank: 22/47 in Family Studies)
  1. 89. Chou, Y., & Hu, B., S. (2020).  Storybook Reading as a Context for Moral Lessons: Links between Taiwanese Parents’ Moral Teaching and Young Children’s Moral Attributions. Early Childhood Education Journal. DOI: 10.1007/s10643-020-01110-z (SSCI; IF=1.771; 5Y-IF=1.947; Rank:182        /264 in Education & Educational Research)
  1. Hu, B., Wu, Z., Fan, X., Winsler, A., &Wu, Y. (2020). Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model. Early Education and Development, 1-18. https://doi.org/10.1080/10409289.2020.1798719 (SSCI; IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology)
  1. Hu, B., Wang, S., Song, Y., Roberts, S. (2020). Profiles of Provision for Learning in preschool classrooms in rural China: Associated quality of teacher-child interactions and teacher characteristics. Early Education and Development, 1-18. DOI: https://doi.org/10.1080/10409289.2020.1802567 (SSCI;  IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology)
  1. Guan, L., Hu B., & Winsler, A. (2020). Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships. Children and Youth Service Review, 116, 1-11. DOI: https://doi.org/10.1016/j.childyouth.2020.105240 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Hu, B., Wang, S., LoCaSale-Crouch, J., & Song, Y. (2020). Exploring the Complex Relationship between Developmentally Appropriate Activities and Teacher-child Interaction Quality in Rural Chinese Preschools.  Children and Youth Service Review, 116, 105-112. DOI: https://doi.org/10.1016/j.childyouth.2020.105112. (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Hu, B., & Lim, C., & Migual, T. (2020). “Castles in the air”: Kindergarten directors’ perspectives on inclusion in China. International Journal of Early Childhood Special Education, 12 (1), 289-301. doi: 10.9756/INT-JECSE/V12I1.2010011
  1. Wang, S., Hu, B., Curby, T., & Fan, X. (2020). Multiple Evidences on Within-day Stability of Teacher-child Interaction Quality in Chinese Preschool Classrooms. Early Educational and Development, 1-19. DOI: https://doi.org/10.1016/j.childyouth.2019.104677 (SSCI; 2017 IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology   )
  1. Wu, Z., Hu, B., Wu, H., Winsler, A., & Chen, L. (2020). Family Socioeconomic status and Chinese preschool children’s social skills: The role of maternal depression, martial relationships, and parenting practice. Journal of Family Psychology, 34(8), 969-979. DOI: https://doi.org/10.1037/fam0000674. (SSCI; IF=2.69; 5Y-IF=3.856; Rank: 18/47 in Family Studies)
  1. Ren, L.& Hu, B. (2020). Disentangling the relations between different components of family socioeconomic status and Chinese preschoolers’ school readiness. Family Process, 1-19. DOI: https://doi.org/10.1111/famp.12534 (SSCI; IF=2.764; 5Y-IF=3.89; Rank: 8/47 in Family Studies). 
  1. Zhang, X., Yang, Y., Hu, B., & Ren, L. (2020). Measuring Preschool Children’s Affective Attitudes towards Mathematics. Early Childhood Research Quarterly, 32, 413-424. DOI: https://doi.org/10.1016/j.ecresq.2020.05.012. (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Zhang, X., Hu, B., Zou, X., & Ren, L. (2020). Parent-child number application activities predict children’s math trajectories from preschool to primary school. Journal of Educational Psychology, 112(8), 1521–1531. DOI: https://doi.org/10.1037/edu0000457 (SSCI; IF = 5.805; 5Y-IF=7.954 4/61 in Educational Psychology)
  1. Wang, S., Hu, B., & LoCasale-Crouch., J. (2020). Modeling nonlinear relationship between structural and process quality features in Chinese preschool classrooms. Children and Youth Service Review, 109, 1-10. https://doi.org/10.1016/j.childyouth.2019.104677 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Hu, B., Wu, H., Winsler, A., Fan, X., & Song, Z. (2020). The effects of parent migration on rural preschool children’s early academic and social skills trajectories in China. Early Childhood Research Quarterly,51(2),317-328. https://doi.org/10.1016/j.ecresq.2019.12.011 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Zhang, X., Hu, B., Zhang, L., & Ren, L. (2019). Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms. Contemporary Educational Psychology, 59, 1-16. https://doi.org/10.1016/j.cedpsych.2019.101792 (SSCI; IF=4.277; 5Y IF=5.636, Rank: 12/61 in Psychology)
  1. Hu, B., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6), 748-767. DOI: https://doi.org/10.1108/JEA-08-2018-0146. (SSCI; IF=2.38)
  1. Hu, B., Johnson G. K., Teo, T., & Wu, Z. (2020). Relationship between screen time and Chinese children’s development. Journal of Research in Early Childhood Education, 34(2), 183-207. DOI: https://doi.org/10.1080/02568543.2019.1702600. (SSCI; IF=1.7)
  1. Wang, C., Dai, W., Hu B., & Song, Z. (2019). “Good Job!”: Unpacking praise practices of high- and low-quality early childhood teachers in China. Early Child Development and Care, 1-15. DOI: https://doi.org/10.1080/03004430.2019.1614571. (SSCI; IF=1.43; 5Y-IF=1.558; Rank: 211/264 in Education & Educational Research)
  1. Ren, L., & Hu, B. (2019). The relative importance of sleep duration and bedtime routines for the social-emotional functioning of Chinese children. The Journal of Developmental & Behavioral Pediatric, 40(8), 597-605. DOI: https://doi.org/10.1097/DBP.0000000000000693
    (SSCI; IF=2.225; 5Y-IF=3.227; Rank: 41/53 in Behavioral Sciences)
  1. Peyteeoon, E., Hu, B., & Wei, B. (2019). Teachers’ attitudes and beliefs towards science teaching in Chinese preschools. Australasian Journal of Early Childhood, 178(3), 227-249. DOI: https://doi.org/10.1177/1836939119870890 (SSCI; IF=0.86; 5Y-IF=1.09; Rank: 245/264 in Education & Educational Research)
  1. Hu, B., Song, Z., Shuang, W., & Locasale-Crouch, J. (2019). Global quality profiles in Chinese early care classrooms: Evidence from the Shandong province. Children and Youth Service Review, 101, 157-164. DOI: https://doi.org/10.1016/j.childyouth.2019.03.056 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  2. Yang, Y., & Hu, B. (2019). Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis. Teaching and Teacher Education, 80, 1-12. DOI: http://dx.doi.org/10.1016/j.tate.2018.12.021
    (SSCI; IF=3.272; 5Y-IF=4.757; Rank: 65/264 in Education & Educational Research)
  1. Ren, L., Hu, B., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98, 1-9. DOI: https://doi.org/10.1016/j.childyouth.2018.12.016 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Ren, L., Hu, B., Wu., Z. (2019). Profiles of language skills among Chinese preschoolers: Antecedents and consequences of profile membership. Learning and Individual Differences, 69, 22-32. DOI: https://doi.org/10.1016/j.lindif.2018.11.008 (SSCI; IF=3.139; 5Y-IF=3.533; Rank: 18/61 in Psychology)
  2. 66. Hu, B., Fan, X., Wu, Y., & LoCasale-Crouch, J. (2020). Teacher-child interaction quality and Chinese children’s academic and cognitive development: Perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51 (2), 242-255. https://doi.org/10.1016/j.ecresq.2019.10.003. (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Zhang, X., Hu, B., Ren, L., Huo, S., & Wang, M. (2019). Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors.  Child and Adolescent Development In China, 163, 9-37. DOI: https://doi.org/10.1002/cad.20271 (SSCI; IF=2.364; 5Y-IF=2.548; Rank: 41/78 in Psychology)
  1. Hu, B., Fan, X., Wu, Y. & Song, Z. (2019). Teacher-child interaction quality in three-year-old classrooms and children’s academic and social trajectories across preschool years. Early Education and Development, 30(2), 159-177. DOI: https://doi.org/1080/10409289.2018.1544809 (SSCI; IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology)
  1. Hu, B., Wu, Z., Wu, H., Curby, T., & Zhang, X. (2018). The association between teacher-child interaction quality and reading achievement of Chinese preschool children: The mediating role of attitude toward reading. Learning and Individual Differences, 68, 1-11. DOI: https://doi.org/10.1016/j.lindif.2018.09.004. (SSCI; IF=3.139; 5Y-IF=3.533; Rank: 18/61 in Psychology)
  1. Hu, B., Johnson G. K., Wu, H., & Fan, X. (2018). Screen time relationship of Chinese parents and their children. Children and Youth Services Review, 94, 659-669. DOI: https://doi.org/10.1016/j.childyouth.2018.09.008 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Wang, Y., Lu, J., Gu, C., & Hu, B. (2018). Mapping the frontal alpha asymmetry indicators of habitual emotion regulation: a data-driven approach. NeuroReport29(15), 1288-1292. DOI: https://doi.org/10.1097/WNR.0000000000001109. (SSCI; IF=1.837; 5Y-IF=1.726; Rank: 242/273 in Neurosciences)
  1. Wu, Z., Mak, M., Hu, B., Fan, X., & He, J. (2018). A Validation of the social skills domain of the Social Skills Improvement System-Rating Scales (SSIS-RS) with Chinese preschoolers. Psychology in the Schools, 88, 582-290. DOI: https://doi.org/10.1002/pits.22193  (SSCI; IF=1.774; 5Y-IF=2.273; Rank: 44/61 in Psychology)
  1. Li, K., Zhang, P., Hu, B., Burchinal, M., Fan, X., & Qin, J. (2018). Testing the ‘thresholds’ of preschool education quality on child outcomes in China. Early Childhood Research Quarterly, 36, 427–438. DOI: https://doi.org/1016/j.ecresq.2016.01.009 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2018). Sources of individual differences in young Chinese children’s reading and mathematics trajectories. Journal of School Psychology, 71,122-137. DOI: https://doi.org/10.1016/10.1016/j.jsp.2018.10.008 (SSCI; IF=4.292; 5Y-IF=5.192; Rank: 11/61 in Psychology)
  1. Hu, B., Yang, Y., & Song, Z., Wu, H., & Netzel, J. (2018). Structural and process predictors of Chinese parental satisfaction toward early childhood education services. Children and Youth Services Review, 89, 179-187.Doi: https://doi.org/10.1016/j.childyouth.2018.04.022 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Wu, Z., Hu, B., Fan, X., Zhang, X.,& Zhang, J. (2018). The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children. Children and Youth Services Review, 88,582-590. DOI:https://doi.org/10.1016/10.1016/j.childyouth.2018.03.052. (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Yang, Y., Hu, B., Yu, S., Roberts, S. K., & Ieong, S. (2018). A qualitative case study of instructional support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction. DOI: https://doi.org/10.1016/j.lcsi.2018.03.003. (SSCI; 2020 IF=2.059; 5Y-IF=2.463; Rank: 157/264 in Education & Educational Research)
  2. Guo, M., Liu, R., Ding, Y., Hu, B., Zhen, Ru., Liu, Y., & Jiang, R. (2018). How are extraversion, exhibitionism, and gender associated with posting selfies on WeChat friends’ circle in Chinese teenagers? Personality and Individual Differences, 127, 114-116. DOI: https://doi.org/10.1016/j.paid.2018.01.042 (SSCI; IF=3.004; 5Y-IF=3.638; Rank: 28/65 in Psychology).
  3. Hu, B., Ren, J., LoCasale-Crouch, J., Roberts, S. K.,Yang, Y., Vong, K. (2018). Chinese kindergarten teachers’ use of instructional strategies during whole-group language lessons. Teaching and Teacher Education, 70, 34-46. DOI:https://doi.org/10.1016/j.tate.2017.10.016
    (SSCI; IF=3.272; 5Y-IF=4.757; Rank: 65/264 in Education & Educational Research)
  1. Zhang, X., Hu, B., Ren, L, & Fan, X. (2017). Contributions of language, spatial, and self-regulation skills to young Chinese children’s competencies in reading, mathematics, and science. Contemporary Educational Psychology, 51, 366-377. DOI: https://doi.org/10.1016/j.cedpsych.2017.09.004 (SSCI; IF=4.277; 5Y-IF=5.636, Rank: 12/61 in Psychology)
  1. Zhang J., Fan X., Cheung S., Meng Y, Cai Z, Hu, B. (2017). The role of early language abilities on math skills among Chinese children. PLoS ONE, 12(7), 1-14. DOI: https://doi.org/10.1371/journal.pone.0181074. (SSCI; IF=3.24; 5Y-IF=3.788; Rank: 26/73 in Multidisciplinary Sciences)
  1. Hu, B., Fan, X., Wu, Z., LoCasale-Crouch, J., Zhang, J., & Ning, Y. (2017). The relationship between teacher-child interaction quality and children’s cognitive and social skills in Chinese kindergarten classrooms. Children and Youth Services Review, 37, 58-68. DOI: http://dx.doi.org/10.1016/j.childyouth.2017.05.028 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies)
  1. Hu, B., Zhou, Y., Chen, L., Fan, X., & Winsler, A. (2017). Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-Child interaction quality. Early Childhood Research Quarterly, 41, 37-49. DOI: http://dx.doi.org/10.1016/j.ecresq.2017.05.002 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
  1. Hu, B., Mak, M., Zhang, C., Fan, X., & Zhu, J. (2017). Chinese parents’ beliefs about the importance and feasibility of quality early childhood inclusion. International Journal of Disability, Development and Education, 1-20. http://dx.doi.org/10.1080/1034912X.2017.1358809 (SSCI; IF=1.543; 5Y-IF=2.015; Rank: 33/44 in Education)
  1. Gu, C., Song, J., Hao, E., Zhou, Z, Gao, C., Hu, B. (2017). Effects of realistic personality, virtual personality, and internet communication on social creativity among undergraduates: A serial mediation analysis. Social Behavior and Personality, 46(1),39-48. DOI: https://doi.org/10.2224/sbp.6580. (SSCI; IF=0.976; 5Y-IF=1.43; Rank: 58/65 in Psychology)
  1. Hu, B., Chen, L., & Fan, X. (2017). Profiles of self-reported and observed teacher-child interaction quality and teachers’ professional competence features. Educational Psychology, 37, 58-68. DOI: https://doi.org/10.1080/01443410.2017.1328488 (SSCI; IF=2.903; 5Y-IF=2.853; Rank: 88/264 in Psychology)
  1. Hu, B., Zhou, Y., Li, K. (2017). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal, 25(4), 519-540. DOI: http://dx.doi.org/10.1080/1350293X.2017.1331066 (SSCI; IF=1.275; 5Y-IF=1.722; Rank: 218/264 in Education & Educational Research)
  1. He, J., Hu, B., & Fan X. (2017). Q-sort technique. In Virgil Zeigler-Hill and Todd K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer Publishing.
  1. Hu, B., Fan, X., Wu, Y., & Yang, N. (2017). Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects. Early Childhood Research Quarterly, 40, 163–173. DOI: http://dx.doi.org/10.1016/j.ecresq.2017.03.006 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research) 
  1. Zhou, Y., Li, H., Hu, B., & Li, L. (2017). On the road to universal early childhood education in China: A financial perspective. International Journal of Educational Development, 53, 137–144. DOI: http://dx.doi.org/10.1016/j.ijedudev.2017.01.004 (SSCI; IF=1.74; 5Y-IF=2.366; Rank: 184/264 in Education & Educational Research)
  1. Hu, B., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: The mediating role of teachers’ beliefs about children. Teaching and Teacher Education, 63, 137–147. DOI: http://dx.doi.org/10.1016/j.tate.2016.12.014 (SSCI; IF=3.272; 5Y-IF=4.757; Rank: 65/264 in Education & Educational Research) 
  1. Hu, B., Teo, T., Nie, Y., & Wu, Z. (2017). Classroom quality and Chinese preschool children’s approaches to learning. Learning and Individual Differences, 54, 51–59. DOI: http://dx.doi.org/10.1016/j.lindif.2017.01.007 (SSCI; IF=3.139; 5Y-IF=3.533; Rank: 18/61 in Psychology) 
  1. Hu, B., Wu, H., Su, X. & Roberts, S. (2017). An examination of Chinese preservice and in service early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education, 21, 187–204. DOI: http://dx.doi.org/10.1080/13603116.2016.1193563 (SSCI; IF=3.133; 5Y-IF=2.928; Rank: 71/264 in Education & Educational Research) 
  1. Hu, B., Fuentes, S., Ma, J., Ye, F., & Robert, S. (2017). An examination of the implication of mathematics lessons in a Chinese kindergarten classroom in the setting of standards reform. Journal of Research in Childhood Education, 31(1), 53–70. DOI: http://dx.doi.org/10.1080/02568543.2016.1244581 (SSCI; IF=1.7)
  1. Hu, B., Mak, M., Neizel, J., Li, K., & Fan, X. (2016). Predictors of Chinese early childhood program quality: Implications for policies. Children and Youth Services Review, 70, 152–162. DOI: http://dx.doi.org/10.1016/j.childyouth.2016.09.013 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies) 
  1. Wu, Z., Hu, B., & Fan, X. (2016). Cross-cultural validity of Preschool Learning Behavior Scale in Chinese cultural context. Journal of Psychoeducational Assessment, Advance online publication. DOI: http://dx.doi.org/10.1177/0734282916651538 (SSCI; IF=1.645; 5Y-IF=2.083; Rank: 48/61 in Psychology) 
  1. Hu, B., Fan, X., LoCasale-Crouch, J., Cheng, L., & Yang. N. (2016). Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features. Early Childhood Research Quarterly, 37, 58–68. DOI: http://dx.doi.org/10.1016/j.ecresq.2016.04.002 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research) 
  1. Hu, B., Yang, Y., & Ieong, S. (2016). Chinese urban and suburban parents’ priorities for early childhood education practices: Applying Q-sort methodology. Children and Youth Services Review, 64, 100–109. DOI: http://dx.doi.org/10.1016/j.childyouth.2016.03.010 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Family Studies) 
  1. Hu, B., Dieker, L., Yang, Y., & Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39–50. DOI: http://dx.doi.org/10.1016/j.tate.2016.03.001 (SSCI; IF=3.272; 5Y-IF=4.757; Rank: 65/264 in Education & Educational Research) 
  1. Li, K., Pan, Y., Hu, B., Burchinal, M., De Marco, A., Fan, X., & Qin, J. (2016). Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province. Early Childhood Research Quarterly, 36, 427–438. doi: http://dx.doi.org/10.1016/j.ecresq.2016.01.009  (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research) 
  1. Hu, B., Lim, C., & Boyd, B. (2016). Examining engagement and interaction of children with disabilities in inclusive kindergartens in China. Infants and Young Children, 29(2), 148–163. DOI: http://dx.doi.org/10.1097/IYC.0000000000000060 (SSCI; IF=1.475; 5Y-IF=1.582; Rank: 36/44 in Education) 
  1. Hu, B., Fan, X., Gu, C., & Yang, N. (2016). Applicability of the Classroom Assessment Scoring System in Chinese preschools based on psychometric evidence. Early Education and Development, 27(5), 714–734. DOI: http://dx.doi.org/10.1080/10409289.2016.1113069 (SSCI; IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology) 
  1. Hu, B., Roberts, S., Ieong, S., & Guo, H. (2015). Challenges to early childhood education in rural China: Lessons from the Hebei province. Early Child Development and Care, 186(5), 815–831. DOI: http://dx.doi.org/10.1080/03004430.2015.1062984 (SSCI; IF=1.43; 5Y-IF=1.558; Rank: 211/264 in Education & Educational Research) 
  1. Zhang, C., & Hu, B. (2015). Inclusion as an approach and process for promoting acceptance and success: Comparative perspectives between the United States and China. International Journal of Early Childhood Special Education, 7(2), 238–250. DOI: http://dx.doi.org/10.20489/intjecse.83870 
  1. Hu, B., Vong, K., & Mak, M. (2015). An evaluation of China’s kindergarten quality rating system through the Chinese Early Childhood Environment Rating Scale – the Zhejiang case. Early Years: An International Research Journal, 35, 50–66. DOI:1 http://dx.doi.org/0.1080/09575146.2014.978266 (SSCI; IF=1.400; 5Y-IF=1.691)
  1. Gu, C., Hu, B.,             Ngwira, F., Jing, Z., & Zhou, Z. (2015). The effect of general creative personality and freedom of task choice on adolescents’ social creativity. Journal of Creative Behavior, 50(2), 132–149. DOI: http://dx.doi.org/10.1002/jocb.74 (SSCI; IF=2.661; 5Y-IF=2.695; Rank: 14/60 in Psychology)    
  1. Vong, K., Hu, B., & Xia, Y. (2015). Different moves, similar outcomes: A comparison of Chinese and Swedish preschool teacher education programmes and the revisions. Compare: A Journal of Comparative and International education, 45(6), 840–862. DOI: http://dx.doi.org/10.1080/03057925.2014.929489 (SSCI; IF=1.817; 5Y-IF=2.271; Rank: 176/264 in Psychology) 
  1. Hu, B., Li, K., De Marco, A. & Chen, Y. (2015). Examining the quality of outdoor play in Chinese kindergartens. International Journal of Early Childhood, 47(1), 53–77. DOI: http://dx.doi.org/10.1007/s13158-014-0114-9 (SSCI; IF=1.475; 5Y-IF=1.582; Rank:36/44 in Education) 
  1. Hu, B., Fan, X., Li, K., & Ieong, S. L. (2015). Why is group teaching so important to Chinese children’s development? Australasian Journal of Early Childhood, 40(1), 4–12. DOI: http://dx.doi.org/10.1177/183693911504000102 (SSCI; IF=0.86; 5Y-IF=1.09; Rank: 245/264 in Education & Educational Research) 
  1. Hu, B., Vong, K., Chen, Y., & Li, K. (2015). Expert practitioner’s views about the Chinese Early Childhood Environment Rating Scale. European Early Childhood Education Research Journal, 23(2), 229–249. DOI: http://dx.doi.org/10.1080/1350293X.2014.919779 (SSCI; IF=1.275; 5Y-IF=1.722; Rank: 218/264 in Education & Educational Research) 
  1. Hu, B. (2015). Comparing cultural differences in two quality measures in Chinese kindergartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System. Compare: A Journal of Comparative and International Education, 45(1), 94‒117. DOI: http://dx.doi.org/10.1080/03057925.2013.841468 (SSCI; IF=1.817; 5Y-IF=2.271; Rank: 176/264 in Psychology) 
  1. Hu, B., Kong, Z., & Roberts, S. K. (2014). The policies and practice of preschoolers’ outdoor play: A Chinese perspective on greeting the millennium. Childhood Education, 90(3), 202–211. DOI: http://dx.doi.org/10.1080/00094056.2014.910378
  1. Li, K., Hu, B., Pan, Y., Qin, J., & Fan, X. (2014). Chinese Early Childhood Environment Rating Scale (trail) (CECERS): A validity study. Early Childhood Research Quarterly, 29(3), 268–282. DOI: http://dx.doi.org/10.1016/j.ecresq.2014.02.007 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research) 
  1. Hu, B., Zhou, Y., Li, K., & Roberts, S. K. (2014). Examining program quality disparities between urban and rural kindergartens in China: Evidence from Zhejiang. Journal of Research in Childhood Education, 28(4), 461–483. DOI: http://dx.doi.org/10.1080/02568543.2014.944720 (SSCI; IF=1.7)
  1. Chen, D., Hu, B., Fan, X., & Li, K. (2014). Measurement quality of the Chinese Early Childhood Program Rating Scale: An investigation using multivariate generalizability theory. Journal of Psychoeducational Assessment, 32, 236–248. DOI: http://dx.doi.org/10.1177/0734282913504813 (SSCI; IF=1.645; 5Y -IF=2.083; Rank: 48/61 in Psychology) 
  1. Hu, B., Zhou, Y., Li, K. (2014). Pinpointing Chinese early childhood teachers’ professional development needs through self-evaluation and external observation of classroom quality. Journal of Early Childhood Teacher Education, 35(1), 54–78. DOI: http://dx.doi.org/10.1080/10901027.2013.874386 (SSCI; IF=1.4)
  1. Hu, B., & Szente, J. (2014). The impact of semi-public village kindergarten initiatives on migrant children in Zhejiang, China. International Journal of Early Childhood Education and Care, 2, 1–27.
  1. Hu, B., Fuentes, S., Wang, C., & Ye. F. (2014). A case study of the implementation of Chinese kindergarten mathematics curriculum. International Journal of Science and Mathematics Education, 12(1), 193–217. DOI: http://dx.doi.org/10.1007/s10763-013-9429-5 (SSCI; IF`=2.073; 5Y-IF=2.281; Rank: 153/264 in Education & Educational Research) 
  1. Hu, B., & Roberts, S. K. (2013). A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect. International Journal of Educational Development, 33(4), 316–324. DOI: http://dx.doi.org/10.1016/j.ijedudev.2012.04.006 (SSCI; IF=1.74; 5Y-IF=2.366; Rank: 184/264 in Education & Educational Research)

 

******Publications above were produced since I joined University of Macau******

  1. Hu, B., & Li, K. (2012). The quality rating system of Chinese preschool education: Prospects and Challenges. Childhood Education, 88(1) 14–22. doi:10.1080/00094056.2012.643711
  1. Martin, S., Bai, H., & Hu, B. (2011). Exploring an effective professional development model with special educators in China. Journal of International Special Needs Education, 14(2), 88–98.
  1. Hunt, J., & Hu, B. (2011). Theoretical factors affecting parental roles in children’s mathematical learning in American and Chinese-born mothers. School Community Journal, 21(2), 119–142. 
  1. Hu, B. (2011). Exploring the cultural relevance of developmentally appropriate practices from the point view of preschool teachers in Beijing. The 2011 Yearbook of the Texas A&M University-Corpus Christi’s Center for Educational Development, Evaluation, and Research, 1–23.
  1. Zhu, Z., & Hu, B. (2011). San Zi Jing: A Classical Chinese primer. Childhood Education, 87(6), 415420.
  1. Hu, B., Robert, S. K., Wang, Y., & Zhao, H (2011). The initiation of early childhood inclusion in China: A case study from Beijing. International Journal of Early Years Education, 19(3), 1–21.
  1. Hu, B., & Robert, S. K. (2011). When inclusion is innovation: An examination of administrator perspective on inclusion in China. Journal of School Leadership, 21(4), 548–581. 
  1. Hu, B. (2010). Training needs for implementing early childhood inclusion in China. International Journal of Early Childhood Special Education, 2, 12–30.
  1. Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. International Journal of Early Childhood, 42, 59–66. 
  1. Hu, B., & Szente, J. (2010). Education of young Chinese migrant children: Challenges and prospects. Early Childhood Education Journal, 37, 477–482. (SSCI; IF=1.771; 5Y-IF=1.947; Rank:182 /264 in Education & Educational Research)
  1. Hu. B., & Szente, J. (2009). The care and education of orphan children with disabilities in China: Progress and remaining challenges. Childhood Education, 86(2), 78–86.
  1. Hu, B., & Szente, J. (2009). Exploring the quality of early childhood education in China: Implications for teacher education. Journal of Early Childhood Teacher Education, 30(3), 247–262.

25. 宋占美,王双,胡碧颖,高瑾(审稿). 基于ITERS-R测评的0-3岁托育机构班级质量:比较与探讨. 陕西学前师范学院学报.

24. 苏怡洁,胡碧颖,王双,丁骞,宋占美.(审稿). 通过创新形式的网络辅导提高职前幼儿教师的师幼互动能力. 教师教育研究(CSSCI).

23. 王双,胡碧颖,宋映泉,范息涛.(审稿).农村幼儿园大班最优班额应为多大?一项基于广加性模型的门槛值研究. 教育学报(CSSCI).

22. Allee-Herndon, K., Clark, M.H., Hu, B., & Roberts, S. (under review). What’s the Function of Play? Play, Executive Function, and Academic Achievement in Two Title I Kindergartens. Manuscript submitted to Educational Researcher.

21. Deng, T., Hu, B., Liu, X., LoCasale-Crouch, J., & Su, Y. (under review). Examining Coaching Skill Development during Preservice Teachers (PTs’) Internship. Paper Submitted to Teaching and Teacher Education.

20. Hu, B., Guan, L., Vitiello, G., Roberts, S., Li, Y., & Wu, Q. (under review). Chinese Teachers’ Use of Concept Development Strategies during Whole-group Science Lessons. Manuscript submitted to Instructional Science.

19. Hu, B., Li, Y.,Wang, C., LoCasale-Crouch, J., & Su, J. (under review). Chinese Teachers’ Use of Concept Development Strategies during Whole-group Math Lessons. Manuscript submitted to International Journal of Math and Science.

18. Wang, S., Hu, B., LoCasale-Crouch, J. (Under review). Supportive Parenting and Social and Behavioral development: Moderating Role of Teacher-child Interactions. Manuscript submitted to Journal of Applied Developmental Psychology.

17. Ren L., Hu, B., Zhang X., Davis, A., & Hsiao, Y. (under review). Differential effects of extracurricular participation on Chinese children’s academic readiness: Preschool teacher–child interactions as a moderator. Manuscript submitted to Early Childhood Research Quarterly.

15. Ren, L., & Hu, B. (under review) Early executive function predicts children’s Chinese word reading from preschool through Grade 3. Manuscript submitted to Contemporary Educational Psychology.

14. Hu, B., Guan, L., Li, Y., Roberts, S., & Zhang, X. (under review). Examining the Use of Feedback Strategies by Chinese Preschool Teachers in Science Lessons. Manuscript submitted to Teaching and Teacher Education.

13. Guan, L., Hu, B., Zhang, L., & Yu, S. (under review). Understanding Chinese Pre-service Preschool Teachers’ Experiences with the MMCI Course and Coaching: A Multiple Case Study. Manuscript submitted to Teaching and Teacher Education.

11. Wang X. H., Zhang, M.; Hu, B.; Yang X.. (under review).
Extending the theory of planned behavior to examine Chinese parents’ intention to use child care services for children under age 3. Manuscript submitted to Children and Youth Services Review.

10. Tang, Y., Hu, B., & Roberts, S. K. (under review). Examining father involvement through mindfulness intervention: The role of socioeconomic status. Manuscript submit-ted to Journal of Family Psychology.

9. Hu, B., Guan, L. (under review). Effects of MMCI Course and Coaching on Pre-service Preschool Teachers’ Professional Learning. Manuscript submitted to Teaching and Teacher Education

7. Hu, B., LoCasale-Crouch., J, Song, Z., & Su, Y. (under review). Illuminating Teacher-child Interaction Quality in Chinese Early Care Classrooms: Unpacking Profiles with a Case Study Approach. Manuscript submitted to Learning, Culture, and Social Interaction.

5. Pan, Y., Hu, B., Hunt, J., & Wu, Z. (under review). Chinese Mothers’ Beliefs on Children’s Cognitive Development and Their Home Numeracy Experiences. Manuscript submitted to Journal of Family Studies.

4. Pan, Y., Hu, B., & Wu, Z. (under review). Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities. Manuscript submitted to Educational Studies in Mathematics.
3. Hu, B., LoCasale-Crouch, J., & Guo, M. (under review). The Relation between School Climate and Chinese Early Childhood Education Teachers’ Occupational Commitment: The Mediational Role of Job Satisfaction. Manuscript submitted to Teachers and Teaching: Theory and Practice.

2. Hu, B., Wu., H., Winsler, A., & Kong, Z. (under review). Preschool Children’s Physical Well-Being, Executive Functioning and Their Receptive Language, Math, and Science Performance in Kindergarten Year. Manuscript submitted to Early Education and Development.

1. Guo, Y., Hu, B., Wang, S., Vitiello, G. (under review). The Associations Between Teach-er-Child Relationships and Academic Skills: A Longitudinal Study Among Chinese Pre-school Children. Manuscript submitted to Contemporary Educational Psychology.

Hu, B., Guo, Y., Wang, S. (under preparation). The relation between adult anxious attachment and mental health among Chinese pre-service teachers: The role of negative coping style and social support.

Hu, B., Li, Y., Wang, S. (under preparation).  The Pathways from Preservice teachers’ Attachment Anxiety to Grit: The Mediation Effects of Self-efficacy and Social Support.

Li, Y., Hu, B. (under preparation). Profiles of Parent-Teacher Relationship and Parent-Child Relationship and Associated Child Outcomes

Li, Y., Hu, B. (under preparation). The Association between Preschool Teacher Anxiety and Children’s Problem Behaviors: The Mediation Effect of Classroom Organization.

Hu, B., Su, Y., Li, Y. (under preparation).  Examining the impacts of high-quality coaches during internships for Early Childhood Education preservice teachers.

Hu, B., Guan, L. (under preparation). Effects of MMCI Course and Coaching on Pre-service Preschool Teachers’ Professional Learning

Hu, B., Su, Y., Li, Y. (under preparation).”Hi Teacher, I’m just pretending to be obedient.”——Analysis of Preschool Teachers’ Behavior Management Strategies during Routine Care Activities.

Hu, B., Li, Y., Wu, H., Zhang, J., & Zhou, Yu. (under preparation). Profiles of Early Home Environment and Its Associations with Young Children’s Development.

Zhou, Y., Hu, B., Wu, H., Zhang, J., & Winsler, A. (under preparation). The Influence of Maternal and Paternal Play on Taiwanese 3-year-olds’ Executive Function: Through the Unique Path of Motor Skills.

Guan, L., Hu, B. (under preparation). Effects of MMCI Course and Coaching on Pre-service Preschool Teachers’ Teacher-child Interaction Quality: An quasi-experimental approach.

Tan, Y., Hu, B., & Roberts, S. (under preparation). Improving father involvement through mindfulness intervention: The role of socioeconomic status.

Wang, S. Hu, B., & Curby, T. (under preparation). Teachers’ Child-centered Belief, Teacher-child interaction Quality, and Children’s Behavioral Self-regulation Development: Mediation and Moderation Analysis.

Wang, Q., Hu, B. (under preparation). Validity of VAIL among Chinese preschool preservice teachers.

Hu, B., Chen F. Y., Wang, S. (under preparation). Maternal depression and toddlers’ social development

28. Hu, B. (May, 2021). Chinese Preschool Teacher Education: Findings from Evidence-based Research. Invited keynote speech presented at the celebration ceremony of the Chinese National Research Society on Early Childhood Education (NRSECE) Zhuhai Division.
27. Hu, B. (June, 2019). How Teacher-child Interaction Quality Influence Children’s Development in Chinese Preschools. Invited keynote speech presented at The International Forum on the Assessment of Early Childhood Curriculum and Instruction, Hangzhou, China
26. Hu, B. (October, 2018). Findings from the First ECE quality and Child outcomes Longi-tudinal Study in China: Implications for Teacher Education. Invited keynote speech pre-sented at The Annual Conference of the Teacher Development Division of the China Na-tional Early Child Education Research Teacher Development Division, Shenyang, China.
25. Hu, B. (July, 2018). Defining and Measuring the Quality of Early Programs for Infants and Toddlers. Invited keynote speech presented at The Third International Infant Educational Development Summit. Jinan, China.
24. Hu, B. (June, 2018). Parent Migration and Longitudinal Trajectories in Academic and Social Skills for Rural Kindergarten Children in China: Are ‘left-behind’ children really left behind? Paper presented at An International Summit on Cyber-Physical Technologies for Early Childhood Education,Jinan, China.
23. Hu, B. (December, 2017). Teacher-child Interaction Quality in Three-year-old Classrooms and Children’s Academic and Social Trajectories across Preschool Years. Paper present-ed at The Zero to Three Conference 2017, San Diego, CA, U.S.
22. Hu, B. (January, 2017). Preschool expenditures and Chinese children’s academic perfor-mance: The mediating effect of teacher-child interaction quality. Paper presented at The IAFOR International Conference on Education – Hawaii 2017, Honolulu, Hawaii, U.S.
21. Hu, B. (November, 2016). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: The mediating role of teachers’ beliefs about children. Paper presented at National Conference for the Research Association of Chi-nese Early Childhood Education, Nanjing, CHINA.
20. Hu, B. (July, 2016). Profiles of Chinese kindergarten classrooms and associated structur-al features. Paper presented at International Conference on Early Childhood Education Quality Evaluation and Policy, Beijing, CHINA.
19. Hu, B. (July, 2016). Evaluation and improvement of teacher-child interaction quality: Ev-idence from Guangdong. Paper presented at International Conference on Early Child-hood Education Quality Evaluation and Policy, Beijing, CHINA.
18. Hu, B. (November, 2015). Why is group teaching so important to Chinese children’s development. Paper presented at National Association for Education of Young Children Annual Conference, Orlando, U.S.

17. Hu, B. (March, 2014). Examining program quality disparities between urban and rural kindergartens in China: Evidence from Zhejiang. Paper presented at Association for Childhood Education International Annual Conference, Vancouver, Canada.
16. Hu, B., & Chen, Y. (July, 2013). Expert practitioner’s views about the Chinese Early Childhood Programme Rating Scale (CECPRS). Paper presented at OMEP Annual Conference, Shanghai, China.
15. Hu, B. (December, 2011). Examining innovation through the views of Chinese directors on the initiation of early childhood inclusion among public kindergartens. Paper presented at 2011 TERA International Conference on Education: Imagination and Creativity Wellspring and Streams of Education, National Sun Yat-sen University, Kaohsiung, Taiwan.
14. Hu, B. (April, 2011). The initiation of early childhood inclusion in China: A case study from Beijing. Paper presented at Association for Childhood Education International Annual Conference, New Orleans, Louisiana.
13. Hu, B. (January, 2011). San Zi Jing: A classical Chinese primer. Paper presented at the 2011 Texas Association for Childhood Education International Annual Conference, San Antonio, Texas.
12. Hu, B. (July, 2010). How to Initiate Chinese preschool inclusion: Our roles and responsibilities. Paper presented at the Annual Faculty Research Conference of Zhejiang Normal University, Hangzhou Teachers’ College for Preschool Education, Hangzhou, China.
11. Hu, B. (April, 2010). Exploring the quality of early childhood education in China to support inclusion. Paper presented at the 2010 Council for Exceptional Children Convention and Expo, Nashville, Tennessee.
10. Hu, B. (February, 2010). A comparative qualitative study of American and immigrant Chinese parents and their children’s mathematics learning: The impact of culture, beliefs, and efficacy on parental roles in mathematics. Paper presented at the 11th International Conference on Parent Education, Denton, TX.
9. Hu, B. (February, 2009). The initiation of early childhood inclusive education in China – A pilot project in Beijing. Paper presented at the 13th Holmes Partnership Annual Conference, Jacksonville, FL.
8. Hu, B. (February, 2008). Supporting and empowering Chinese special education teachers. Paper presented at American Association of Colleges for Teacher Education, New Orleans, LA.
7. Hu, B. (January, 2008). Exploring an effective model of training early childhood teachers for inclusive practices – A Chinese perspective. Paper presented at the 12th Holmes Partnership Annual Conference, Orlando, FL.

6. Camacho, M., Hu, B., & Marrett, C. (January 2008). Partnering to increase educational equity and access among minority groups. Paper presented at the 12th Holmes Partnership Annual Conference, Orlando, FL.
5. Christner, B., Hu, B., Whitby, P., & Rosenblat, K. (January 2008). Parents’ knowledge and perceptions of their child’s individual education program. Paper presented at the First Annual Faculty and Student Research Poster Symposium at UCF College of Education, Orlando, FL.
4. Hu, B., & Martin, S. (November 2007). Exploring an effective training model for teachers of students with cognitive disabilities in China. Paper presented at Council for Exceptional Children Teacher Education Division, Milwaukee, WI.
3. Hu, B., & Whitby, P. (April 2007). School Wide Use of CHAMPS Classroom Management to Reduce Behavior Referrals – A Pilot Study. Paper presented at Council for Exceptional Children, Louisville, KY.
2. Frey, L., Camacho,M., Hu, B., & Ngazimibi, E. (March 2007). Health initiative across culture: A data-driven study conducted by Arbor Ridge Elementary in Partnership with the University of Central Florida. Paper presented at The Annual Professional Development School Conference, Las Vegas, NV.
1. Hu, B. (January 2007). School wide use of CHAMPS classroom management to reduce behavior referrals – A pilot study. Paper presented at the Holmes Partnership 11th Annual Conference, Orlando, FL.

International

Associate Editor of the Journal Learning and Individual Differences, 2020-

Editorial Board Member of the Journal of International Education and Practice, 2019-

Consulting Associate Editor for Early Childhood Research Quarterly, 2015-present

Publications Committee for the ACEI, July 2011-present

Reviewer for the following journals:

  • Children and Youth Service Review 
  • Learning and Individual Differences
  • Teaching and Teacher Education
  • International Journal of Early Childhood Education and Care
  • Teaching Exceptional Children
  • Journal of Early Childhood Research
  • Childhood Education 
  • Journal of Early Childhood Education Policy and Evaluation
  • Compare

National

Consultant for Early Intervention and Rehabilitative Service Center in Beijing, China, since 2010.

Consultant for Inclusive kindergartens on improving the quality of inclusive services in Beijing, China since 2007.

Consultant for inclusive kindergartens on improving the quality of inclusive services in Shunde Jiguan Kindergarten Groups in Guangdong, China since 2014

Consultant for Yincai School on Preschool Quality Improvement in Macau since 2018

University of Macau

Member of FED Academic Council

Program Convener for Master’s Program in Early Childhood Education and Child Development since 2014

Director of the Center for Early Childhood Education and Child Development since 2014

Association of Childhood Education International, 2010 – present

Zero to Three, 2017 – present

Council for Exceptional Children, 2002-2016

  • Division of Early Childhood
  • Division of Research
  • Division of International Special Education
  • Division of Learning Disability
  • Division of Behavioral Disorders

Elected Board Members of the Chinese National Research Society on Early Childhood Education (NRSECE), 2020

Elected Associate Director of the Division of Preschool Quality Evaluation of the Chinese National Research Society on Early Childhood Education (NRSECE), 2020

2014 Distinguished Education Research Article in Journal of Research in Childhood Education sponsored by Taylor & Francis

Donation made by Ms. Mary Kathryn Netherton to Texas Christian University in Texas, USA, in honor of Dr. Bi Ying Hu in 2011

Nominee for the First Year Teacher of the Year in Volusia County, 2004