Biying HU 胡碧穎
Professor
Faculty of Education, University of Macau
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 Chinese and U.S. Kindergarten Mathematics Curricula.” (TCU Research and Creative Activities Fund Grant) (awarded 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.
3. Guan, L. (May, 2023). Effects of the MMCI Instructional Support Intervention and Peer Coaching on ECE Pre-service Teachers’ Science Teaching and Children’s Learning, Dissertation, University of Macau.
2. 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.
Bi Ying Hu is deeply committed to comprehending, advocating for, and enriching classroom experiences for all children, especially those from culturally diverse, socioeconomically disadvantaged backgrounds, and those with disabilities. Her research revolves around assessing the quality of early childhood education, identifying community investments and policies, and understanding adult beliefs, skills, and behaviors that foster children’s development. Additionally, she prioritizes professional development to empower caregivers to have more effective interactions and to find ways to implement such programs with high levels of fidelity and quality. In 2014, she initiated the first longitudinal study in the Chinese sociocultural context to explore the effects of quality early childhood education on children’s short-term and long-term development and learning. She has published 126 peer-reviewed papers in reputable English journals and 14 papers in key Chinese journals. Additionally, she has two Chinese books published. One is entitled Early Childhood Education Quality Evaluation: Research and Practice, and the other is entitled Teacher-child Interaction Quality Assessment and Evaluation: How to Use CLASS to Conduct Effective Interactions with Children. She has been listed as the world’s top 2% of scientists in the field of education in 2024.
REFEREED PUBLICATIONS IN CHINESE
14. Wu, Q., Hu, B., & Guan, Lin., (2022). 幼儿园生活活动和自由游戏中教师语言示范行为分析 [On Teachers’ Language Modeling Behaviors in Kindergarten Life Activities and Free Games Studies in Preschool Education, ] 1, 34 – 45. (CSSCI)
13. Guo, K., Hu, B., & Chen, Y. (2022). 幼儿体力活动水平:基于幼儿身体活动观察记录系统的评估 [Children’s physical activity level investigation based on the assessment of observational system for recording physical activity in preschool children] Studies in Preschool Education, 1, 34 – 45. (CSSCI)
12. Ding, Q.,Hu, B., Song, Z., & Wu, Hu (2021). 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, 37(1): 1-8. (Key Journal in Chinese Ear-ly Childhood Education)
11.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 Re-search, 31(6), 56-63. (CSSCI)
10. 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)
9. 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 un-derlying 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)
8. 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 ed-ucation]. Chinese Journal of Special Education, 6, 13–17. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)
7. 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)
6. 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)
5. 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)
4. 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 inter-national context and restructuring the related conceptions of our nation]. International and Comparative Education, 270(7), 15–20. (CSSCI; Comprehensive IF=0.856; Com-bined IF=0.519)
3. 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 Educa-tion (Educational Sciences), 519(7), 84–87. (Key journal in Chinese Early Childhood Ed-ucation)
2. 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]. Chi-nese 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)
BOOKS
Hu, B., & Wang, S. (2021). Early Childhood Education Quality Evaluation and Research, Beijing: Beijing Normal University Publishing Group.
Hu, B. (2024). Teacher-child Interaction Quality Assessment and Evaluation: How to Use CLASS to Conduct Effective Interactions with Children. Beijing: Wanqian Publishing Group.
REFEREED PUBLICATIONS IN ENGLISH
126. Guo, Y., Qin, K., Yu, Y., Wang, L., Xu, F., Zheng, Q., Hou, X., Zhang, Y., Hu, B., Gu, C., & Zheng, J. (2024). Physical exercise can enhance meaning in life of college students: the chain mediating role of self-efficacy and life satisfaction. Frontiers in Psychology, 14, 1306257. DOI: 10.3389/fpsyg.2023.1306257
125. Wang, Y., Hu, B., Cheng, X., & Roberts, S. K. (2024). An Analysis of the Portrayals of Mothers in Children’s Picturebooks in China. Early Childhood Education Journal, 1-19. DOI: 10.1007/s10643-024-01725-6
124. Yang, X., Xu, F., Qin, K., Yu, Y., Zheng, Q., Zhu, A., Hu, B., & Gu, C. (2024, in press). How Does the Dunning-Kruger Effect Happen in Creativity? The Creative Self-Concept Matters. Thinking Skills and Creativity, 101638. https://doi.org/10.1016/j.tsc.2024.101638
123. Chen, Y., Hu, B. Y., Wu, H., Chou, Y.-J., LoCasale-Crouch, J., & Chang, C.-J. (2024). Profiles of young children’s home environment and association with their develop-ment. Journal of Family Psychology. https://doi.org/10.1037/fam0001253
122. Fang, J., Hu, B., Guo, Y., Li, Y., Chen, W., & LoCasale-Crouch, J (2024). The relation between school climate and Chinese preschool teachers’ occupational commitment: The mediation role of job satisfaction. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01630-y
121. Ren, L., Chen, M., Hu, B., & Sun, J. (2024). Parental beliefs and practices as precursors to academic outcomes in Chinese children. Family Processes. DOI: 10.1111/famp.13006
120. Hu, B., Guan, L., Lo-Casale-Crouch, J., et al. (2023). Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool class-rooms. Early Childhood Research Quarterly, 65, 284-294. DOI: https://www.sciencedirect.com/science/article/pii/S0885200623000868?via%3Dihub
119. Yan, S., Li, M., Yan, Z., Hu, B., Zeng, L., & Lv, B. (2023). Associations among teach-er-child interaction, children’s executive function and children’s comprehensible vocabu-lary. Frontiers in Public Health, 11. DOI: https://doi.org/10.3389/fpubh.2023.1077634
118. Guo, Y.., Hu, B., Pan, Y., & Vitello, G. (2023). The Bidirectional Relationship between Supportive Parenting and Social Skills: A Longitudinal Study among Chinese Preschool-ers. Journal of Family Studies. DOI: 10.1007/s10826-023-02592-2
117. Allee-Herndon, K., Clark, M.H., Hu, B., & Roberts, S. (2023). Exploring Play, Execu-tive Function, and Academic Achievement in Two Title I Kindergartens, 37 (2), 197-215.Journal of Research in Childhood Education. DOI: https://doi.org/10.1080/02568543.2022.2139784
116. Chou, Y. J., Hu, B., Wu, H., Chang, C. J., & Winsler, A. (2023). Influence of parental play on Taiwanese 3-year-olds’ executive function: Through the path of motor skills. Journal of Family Psychology, 1, 143-152. DOI: https://doi.org/10.1037/fam0001006
115. Deng, T., Guo, Y., Hu, B., & Shuang W. (2022). The Relation between Adult Anxious Attachment and Mental Health among Chinese Pre-service Teachers: The Role of Nega-tive Coping Style and Social Support. The Asia-Pacific Education Researcher. DOI: https://doi.org/10.1007/s40299-022-00693-y
114. Hu, B., Guan, L., Ye, F., Vitiello, G., Roberts, S., & Wu, Q. (2022). Chinese Teachers’ Use of Concept Development Strategies during Whole-group Science Lessons. Early Education and Development. DOI: https://doi.org/10.1080/10409289.2022.2067428
113. Yuan, W., Xu, T., Liu, M., & Hu, B. (2022). Vocational Identity Status in Chinese Emerging Adults with faand without Hearing Impairment: Latent Profiles and Relation-ships with Self-esteem and Subjective Well-being, 19 (21):14473 International Journal of Environmental Research and Public Health. DOI: https://doi.org/10.3390/ijerph192114473
112. Hu, B., Guan, L., Lo-Casale-Crouch, J., Yuan, Y., & Guo, M., (2022). Effects of MMCI Course and Coaching on Pre-service ECE teachers’ beliefs, knowledge, and skill. Early Childhood Research Quarterly, 61, 58-69. doi: https://doi.org/10.1016/j.ecresq.2022.05.008 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
111. Hu, B., Su, Y., Liu, X., He, M., & Lo-Casale-Crouch, J. (2023). Examining Coaching skills development during preservice teachers’ (PST’s) internship, 51, 939–95 Early Childhood Education Journal. (SSCI; IF=1.771; 5Y-IF=1.947; Rank: 183/265 in Education & Educational Research)
110. Fang. J., Hu, B., Su, Y., & Roberts, S. (2023). Analysis of Chinese preschool teachers’ behavior management strategies during routine care activities, 51(5): 811-826. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01340-3 (SSCI; IF=1.771; 5Y-IF=1.947; Rank: 183/265 in Education & Educational Research)
109. Deng, T., Hu, B., Wang, C., Li, Y., Jiang, C., Su., Y., & Lo-Casale-Crouch, J. (2023). Chinese preschool teachers’ use of concept development strategies in whole-group math lessons and its effectiveness. 34(3), 685-704 Early Education and Development. (SSCI; IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology)
108. Pan, Y., Hu, B., Hunt, J., Wu, Z., Chen, Y., & He, M. (2023). Chinese Preschool Chil-dren’s Home Numeracy Experiences and their Mathematical Abilities. Journal of Early Childhood Research, 21(1), 31-45. DOI: https://doi.org/10.1177/1476718X221125583. (SSCI; IF=1.771; 5Y-IF=1.947; Rank: 183/265 in Education & Educational Research)
107. Chou, Y., Hu, B., Wu., H., Winsler, A., & Kong, Z. (2022). Preschool Children’s Physi-cal Well-Being, Executive Functioning and Their Receptive Language, Math, and Sci-ence Performance in Kindergarten Year. Children and Youth Services Review 136,1-12. https://doi.org/10.1016/j.childyouth.2022.106397 (SSCI; IF=2.393; 5Y- IF=2.944; Rank: 19/47 in Family Studies)
106. Ren, L., & Hu, B. (2022) Early executive function predicts children’s Chinese word reading from preschool through Grade 3. Contemporary Educational Psychology, 69 https://doi.org/10.1016/j.cedpsych.2022.102054 (SSCI; IF=4.277; 5Y-IF=5.636; Rank: 12/61 in Psychology)
105. Ren, L., Hu, B., Wu, H., Zhang, X., Davis, A. N., & Hsiao, Y. Y. (2022). Differential associations between extracurricular participation and Chinese children’s academic readi-ness: Preschool teacher–child interactions as a moderator. Early Childhood Research Quarterly, 59, 134-147. https://doi.org/10.1016/j.ecresq.2021.11.006 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
104. Hu, B., Guan, L., Li, Y., Roberts, S. K., & Zhang, X. (2021). Feedback Matters: Exam-ining the Use of Feedback Strategies by Chinese Preschool Teachers in Science Lessons. Early Childhood Education Journal. DOI:10.1007/s10643-021-01265-3 (SSCI; IF=1.771; 5Y-IF=1.947; Rank: 183/265 in Education & Educational Research)
103. Hu, B., Guo, Y., Wang, S., & Vitiello, V. E. (2021). The associations between teacher-child relationships and academic skills: A longitudinal study among Chinese preschool children. Contemporary Educational Psychology. DOI: 10.1016/j.cedpsych.2021.102020 (SSCI; IF=4.277; 5Y-IF=5.636; Rank: 12/61 in Psy-chology)
102. Wang, S., Hu, B., LoCasale-Crouch, J. (2021). Supportive Parenting and Social and Be-havioral development: Moderating Role of Teacher-child Interactions. Journal of Ap-plied Developmental Psychology. DOI:10.1016/j.appdev.2021.101331 (SSCI; IF=4.292; 5Y-IF=5.192; Rank: 11/61 in Psychology)
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. DOI: 10.1016/j.childyouth.2021.106208 (SSCI; IF=2.393; 5Y-IF=2.944; Rank: 19/47 in Fami-ly Studies)
100. 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)
******Publications above were produced since last promotion to full professor******
99. Ren, L., Xu, W., Wu, Z., Zhou, Z., & Hu, B. (2021). Distinct patterns of organized activ-ity 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)
98. 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)
97. Hu, B., Zhong, W., & Kong, Z. (2021). Family Physical Activities Choice, Parental Views of Physical Activities, and Chinese Preschool Children’s Physical Fitness and Mo-tor 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)
96. 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 Re-view, 1-17. DOI: https://doi.org/10.1080/2372966X.2020.1827678 (SSCI; IF=2.722; 5Y-IF=4.133; Rank: 25/61 in Psychology)
95. 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)
94. 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 pre-school 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)
93. 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 Lit-eracy 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)
92. 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)
91. Li, C., Mu, X., Tan, Y., Gu, C., Hu, B., & Gan, C. (2020). Do field-dependent individu-als 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)
90. 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)
89. Chou, Y., & Hu, B., Roberts. S. (2020). Storybook Reading as a Context for Moral Les-sons: Links between Taiwanese Parents’ Moral Teaching and Young Children’s Moral At-tributions. 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)
88. 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)
87. Hu, B., Wang, S., Song, Y., Roberts, S. (2020). Profiles of Provision for Learning in pre-school 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)
86. 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)
85. Hu, B., Wang, S., LoCaSale-Crouch, J., & Song, Y. (2020). Exploring the Complex Rela-tionship 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)
84. Hu, B., & Lim, C., & Migual, T. (2020). “Castles in the air”: Kindergarten directors’ per-spectives on inclusion in China. International Journal of Early Childhood Special Edu-cation, 12 (1), 289-301. doi: 10.9756/INT-JECSE/V12I1.2010011
83. Wang, S., Hu, B., Curby, T., & Fan, X. (2020). Multiple Evidences on Within-day Stabil-ity of Teacher-child Interaction Quality in Chinese Preschool Classrooms. Early Educa-tional 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 )
82. 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 re-lationships, 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 Fami-ly Studies)
81. 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).
80. 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)
79. 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)
78. Wang, S., Hu, B., & LoCasale-Crouch., J. (2020). Modeling nonlinear relationship be-tween 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)
77. 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)
76. Zhang, X., Hu, B., Zhang, L., & Ren, L. (2019). Family socioeconomic status and Chi-nese children’s early academic development: Examining child-level mechanisms. Con-temporary 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)
75. 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)
74. 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)
73. 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)
72. 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)
71. 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)
70. 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)
69. Yang, Y., & Hu, B. (2019). Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis. Teaching and Teacher Edu-cation, 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)
68. Ren, L., Hu, B., & Song, Z. (2019). Child routines mediate the relationship between par-enting and social-emotional development in Chinese children. Children and Youth Ser-vices 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)
67. Ren, L., Hu, B., Wu., Z. (2019). Profiles of language skills among Chinese preschoolers: Antecedents and consequences of profile membership. Learning and Individual Differ-ences, 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)
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)
65. Zhang, X., Hu, B., Ren, L., Huo, S., & Wang, M. (2019). Young Chinese children’s aca-demic 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)
64. 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/10.1080/10409289.2018.1544809 (SSCI; IF=2.175; 5Y-IF=3.204; Rank: 144/264 in Psychology)
63. Hu, B., Wu, Z., Wu, H., Curby, T., & Zhang, X. (2018). The association between teach-er-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)
62. 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)
61. Wang, Y., Lu, J., Gu, C., & Hu, B. (2018). Mapping the frontal alpha asymmetry indica-tors of habitual emotion regulation: a data-driven approach. NeuroReport, 29(15), 1288-1292. DOI: https://doi.org/10.1097/WNR.0000000000001109. (SSCI; IF=1.837; 5Y-IF=1.726; Rank: 242/273 in Neurosciences)
60. Wu, Z., Mak, M., Hu, B., Fan, X., & He, J. (2018). A Validation of the social skills do-main 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 Psy-chology)
59. Li, K., Zhang, P., Hu, B., Burchinal, M., Fan, X., & Qin, J. (2018). Testing the ‘thresh-olds’ of preschool education quality on child outcomes in China. Early Childhood Re-search Quarterly, 36, 427–438. DOI: https://doi.org/10.1016/j.ecresq.2016.01.009 (SSCI; IF=3.719; 5Y-IF=5.01; Rank: 51/264 in Education & Educational Research)
58. 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 Psy-chology, 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)
57. Hu, B., Yang, Y., & Song, Z., Wu, H., & Netzel, J. (2018). Structural and process predic-tors 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)
56. 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 chil-dren. 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)
55. 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)
54. Guo, M., Liu, R., Ding, Y., Hu, B., Zhen, Ru., Liu, Y., & Jiang, R. (2018). How are ex-traversion, 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).
53. 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)
52. 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)
51. 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)
50. Hu, B., Fan, X., Wu, Z., LoCasale-Crouch, J., Zhang, J., & Ning, Y. (2017). The relation-ship 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)
49. 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 interac-tion 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)
48. 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)
47. Gu, C., Song, J., Hao, E., Zhou, Z, Gao, C., Hu, B. (2017). Effects of realistic personali-ty, virtual personality, and internet communication on social creativity among undergrad-uates: 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 Psychol-ogy)
46. Hu, B., Chen, L., & Fan, X. (2017). Profiles of self-reported and observed teacher-child interaction quality and teachers’ professional competence features. Educational Psychol-ogy, 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)
45. Hu, B., Zhou, Y., Li, K. (2017). Variations in Chinese parental perceptions of early child-hood 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)
44. 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.
43. 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)
42. Zhou, Y., Li, H., Hu, B., & Li, L. (2017). On the road to universal early childhood educa-tion in China: A financial perspective. International Journal of Educational Develop-ment, 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)
41. 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)
40. Hu, B., Teo, T., Nie, Y., & Wu, Z. (2017). Classroom quality and Chinese preschool chil-dren’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)
39. 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 Inclu-sive 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)
38. Hu, B., Fuentes, S., Ma, J., Ye, F., & Robert, S. (2017). An examination of the implica-tion of mathematics lessons in a Chinese kindergarten classroom in the setting of stand-ards 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)
37. Hu, B., Mak, M., Neizel, J., Li, K., & Fan, X. (2016). Predictors of Chinese early child-hood 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)
36. 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)
35. 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 pro-gram 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)
34. 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)
33. 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)
32. 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 Prov-ince. 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)
31. 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)
30. 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)
29. 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)
28. Zhang, C., & Hu, B. (2015). Inclusion as an approach and process for promoting ac-ceptance 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
27. Hu, B., Vong, K., & Mak, M. (2015). An evaluation of China’s kindergarten quality rat-ing 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)
26. 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 Crea-tive 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)
25. Vong, K., Hu, B., & Xia, Y. (2015). Different moves, similar outcomes: A comparison of Chinese and Swedish preschool teacher education programmes and the revisions. Com-pare: 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)
24. 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)
23. 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)
22. Hu, B., Vong, K., Chen, Y., & Li, K. (2015). Expert practitioner’s views about the Chi-nese 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)
21. Hu, B. (2015). Comparing cultural differences in two quality measures in Chinese kinder-gartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System. Compare: A Journal of Comparative and International Educa-tion, 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)
20. Hu, B., Kong, Z., & Roberts, S. K. (2014). The policies and practice of preschoolers’ out-door play: A Chinese perspective on greeting the millennium. Childhood Education, 90(3), 202–211. DOI: http://dx.doi.org/10.1080/00094056.2014.910378
19. 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)
18. 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 Re-search in Childhood Education, 28(4), 461–483. DOI: http://dx.doi.org/10.1080/02568543.2014.944720 (SSCI; IF=1.7)
17. Chen, D., Hu, B., Fan, X., & Li, K. (2014). Measurement quality of the Chinese Early Childhood Program Rating Scale: An investigation using multivariate generalizability the-ory. 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)
16. Hu, B., Zhou, Y., Li, K. (2014). Pinpointing Chinese early childhood teachers’ profes-sional 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)
15. Hu, B., & Szente, J. (2014). The impact of semi-public village kindergarten initiatives on migrant children in Zhejiang, China. International Journal of Early Childhood Educa-tion and Care, 2, 1–27.
14. 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 Re-search)
13. 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 Edu-cational 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******
12. Hu, B., & Li, K. (2012). The quality rating system of Chinese preschool education: Pro-spects and Challenges. Childhood Education, 88(1) 14–22. doi:10.1080/00094056.2012.643711
11. Martin, S., Bai, H., & Hu, B. (2011). Exploring an effective professional development model with special educators in China. Journal of International Special Needs Educa-tion, 14(2), 88–98.
10. Hunt, J., & Hu, B. (2011). Theoretical factors affecting parental roles in children’s math-ematical learning in American and Chinese-born mothers. School Community Journal, 21(2), 119–142.
9. 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.
8. Zhu, Z., & Hu, B. (2011). San Zi Jing: A Classical Chinese primer. Childhood Education, 87(6), 415–420.
7. Hu, B., Robert, S. K., Wang, Y., & Zhao, H (2011). The initiation of early childhood in-clusion in China: A case study from Beijing. International Journal of Early Years Edu-cation, 19(3), 1–21.
6. Hu, B., & Robert, S. K. (2011). When inclusion is innovation: An examination of admin-istrator perspective on inclusion in China. Journal of School Leadership, 21(4), 548–581.
5. Hu, B. (2010). Training needs for implementing early childhood inclusion in China. In-ternational Journal of Early Childhood Special Education, 2, 12–30.
4. Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. Inter-national Journal of Early Childhood, 42, 59–66.
3. 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)
2. 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.
PRESENTATIONS AT SCHOLARLY MEETINGS
30. Hu, B. (June, 2023). Suggestions for Teacher Training for Preschool Inclusive Education. Paper presented at International Annual Conference on Inclusive Education, Wuhan, China.
29. Hu, B. (October, 2021). Effects of MMCI Course and Coaching on Pre-service ECE teachers’ beliefs, knowledge, and skills. Invited keynote speech presented at OMEP An-nual Conference, Hangzhou, China.
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 Devel-opment in Chinese Preschools. Invited keynote speech presented at The International Fo-rum 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 Educa-tional 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 presented 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 chil-dren. Paper presented at National Conference for the Research Association of Chinese Early Childhood Education, Nanjing, CHINA.
20. Hu, B. (July, 2016). Profiles of Chinese kindergarten classrooms and associated structural 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: Evi-dence from Guangdong. Paper presented at International Conference on Early Childhood Education Quality Evaluation and Policy, Beijing, CHINA.
18. Hu, B. (November, 2015). Why is group teaching so important to Chinese children’s de-velopment? 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 Con-ference, 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 Well-spring 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 An-nual 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 responsi-bilities. 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 sup-port 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 Orle-ans, 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 Part-nership 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 Manage-ment to Reduce Behavior Referrals – A Pilot Study. Paper presented at Council for Excep-tional 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 Difference
– 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 – 2018
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
Honorary Chair Professor at National Tsing Hua University, 01/08/2018-31/07/2019
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, USA, 2004