Biying HU, Ph.D. 胡碧穎

Assoicate Professor & Director of Centre for Early Childhood Education and Child Development

Faculty of Education, University of Macau

 

Add.:

 

 

 

Phone:

Fax:

E-mail:

Web:

Room 3054A, Faculty of Education,

University of Macau, E33

Av. da Universidade, Taipa, Macau, China

 

(853) 8822 8741

(853) 8822 2402

hubiying@umac.mo

www.umac.mo/fed/staff/hubiying/

 

 

EDUCATIONAL BACKGROUND

·       University of Central Florida, Special Education-Early Childhood Special Education, Preschool Inclusion, and International Research Focus, Ph.D., 2009

·       University of Central Florida, Exceptional Education and Inclusion, M.Ed., 2005

·       University of Central Florida, Exceptional Education (Mental Retardation Track), B.S., 2003

 

 

PRESENT RANK AND YEAR OF APPOINTMENT

 

·       Associate Professor of Early Childhood Education and Child Development, appointed July 2016

 

 

PREVIOUS TEACHING APPOINTMENTS

Full Time

·       Assistant Professor of Early Childhood Special Education, Texas Christian University, Texas (2009-2012)

·       Teacher, Students with Severe and Profound Disabilities, Volusia County Schools, Florida (2003-2005)

·       Behavior Training Specialist, Childhood Development Center, Threshold Inc., State Alternative School, Winter Park, Florida, 2001-2003

·       Cultural Representative, EPCOT, Orlando, Florida, 1999-2000

 

Part Time

·     Graduate Research Assistant, University of Central Florida, 2006-2009

·     Curriculum Coordinator, Chinese School at Bread of Life Christian Church, Orlando, Florida, 2006-2009

·     STAR Counselor, Orlando, Florida, 2002-2006

·     College Schedule/ Registration Advisor, Cyber Star, Valencia Community College, Winter Park, Florida, 2000-2001

·     Assistant to the Dean, Ningbo University, Ningbo, China, 1998-1999

·     K-5 ESOL Teacher, Chuan Shan Elementary School, Ningbo, China, 1997-1998

 

 

Courses TAUGHT

 

Instructor of Record:

·         Early Childhood Quality Evaluation (ECEC750), 4 semesters, University of Macau

·         Special Educaiton (EDUC 385/PREIO28), 3 semesters, University of Macau

·         Child Development and Guidance (IMEH020), 1 semester, University of Macau

·         Critical Issues in Special Education (EDSP 60313), 1 semester, Texas Christian University

·         Study of Exceptional Students (EDSP 30603), 2 semesters, Texas Christian University

·         Learner-Centered Teaching: Assessment for Inclusive Early Childhood Programs (EDEC 41103 077/078), 6 semesters, Texas Christian University

·         Teaching Exceptional Students (EEX 4070), 1 semester, University of Central Florida (UCF)

 

EXTERNAL SUPPORT

 

Received:

·       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.)

·       Building a Bridge to Support Highly Qualified Math & Science Middle School Teachers of Students with High Incident Disabilities. Participated in the Grant Writing Team, University of Central Florida (OSEP 325T Grant) (Fall 2007-Spring 2008).

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

 

Not Received:

·       Spencer Grant: A Longitudinal Comparative Study of the Development of Mathematics Learning Difficulties between Chinese and American Children in Grades 1 to 3. Principal Investigator. Spencer Foundation research inquiry: Teaching, Learning, and Instructional resources) (Submitted September 29, 2009). Requested amount: $40,000 for three years.

 

 

Internal Support

 

Received

·           A Longitudinal Study on the Effects of Preschool Program Quality on Children's Learning and Development Outcomes. (University of Macau Multi-Year Research Grant; MYRG2Ol5-00156-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; MYRG2Ol5-00157-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) (awared 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.

 

 

 

REFEREED Publications IN ENGLISH

 

Refereed Publications

        

58.  Hu, B., Zhou, Y., Chen, L., Fan, X., & Winsler, A. (in press). Preschool Expenditures and Chinese Childrens Academic Performance: The Mediating Effect of Teacher-Child Interaction Quality. Manuscript submitted to Early Childhood Research Quarterly. (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

57.  Hu, B., Mak, M., Zhang, C., Fan, X., & Zhu, J. (in press). Chinese parents beliefs about the importance and feasibility of quality early childhood inclusion. International Journal of Disability, Development and Education. (SSCI: IF=0.735, 5Y-IF=0.884; Rank: 25/39)

56.  Gu, C., Song, J., Hao, E., Hu, B., Zhou, Z, & Gao, C. (in press). Effects of Realistic Personality, Virtual Personality, and Internet Communication on Social Creativity among Undergraduates: A Serial Mediation Analysis, Social Behavior and Personality, 46(3). DOI:10.2224/sbp.6580. (SSCI: IF=0.366)

55.  Hu, B., Chen, L., & Fan, X. (in press). Profiles of self-reported and observed teacher-child interaction quality and teachers professional competence features. Educational Psychology. (SSCI; 2015 IF=1.157; 5Y-IF=1.511; Rank: 76/231)

54.  Hu, B., Zhou, Y., Li, K. (in press). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal. (SSCI; 2015 IF=0.612; 5Y-IF=0.868; Rank: 161/231)

53.  He, J., Hu, B., & Fan X. (2017). Q-sort technique. In Virgil Zeigler-Hill and Todd K.   Shackelford (Ed.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer Publishing. 

52.  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, 163173. doi:    10.1016/j.ecresq.2017.03.006 (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

51.  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, 137144. doi:10.1016/j.ijedudev.2017.01.004 (SSCI; 2015 IF=1.067; 5Y-IF=1.265; Rank: 90/231)

50.  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, 137147. doi:10.1016/j.tate.2016.12.014 (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)

49.  Hu, B., Teo, T., Nie, Y., & Wu, Z. (2017). Classroom quality and Chinese preschool childrens approaches to learning. Learning and Individual Differences, 54, 5159. doi:10.1016/j.lindif.2017.01.007 (SSCI; 2015 IF=1.631; 5Y-IF=2.220; Rank: 22/57)

48.  Hu, B., Wu, H., Su, X. & Roberts, S. (2017). An examination of Chinese preservice and inservice early childhood teachers perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education, 21, 187204. doi:10.1080/13603116.2016.1193563 (SSCI; 2015 IF=0.696; 5Y-IF=1.145; Rank: 149/231)

47.  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), 5370. doi:10.1080/02568543.2016.1244581

46.  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, 152162. doi:10.1016/j.childyouth.2016.09.013 (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)

45.  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:10.1177/0734282916651538 (SSCI; 2015 IF=1.000; 5Y -IF=1.563; Rank: 36/57)

44.  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, 5868. doi:10.1016/j.ecresq.2016.04.002 (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

43.  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, 100109. doi:10.1016/j.childyouth.2016.03.010 (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)

42.  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, 3950. doi:10.1016/j.tate.2016.03.001 (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)

41.  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, 427438. doi:10.1016/j.ecresq.2016.01.009  (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

40.  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), 148163. doi:10.1097/IYC.0000000000000060 (SSCI; 2015 IF=0.587; 5Y-IF=1.051; Rank: 30/39)

39.  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), 714734. doi:10.1080/10409289.2016.1113069 (SSCI; 2015 IF=1.183; 5Y-IF=1.652; Rank: 72/231)

38.  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), 815831. doi:10.1080/03004430.2015.1062984

37.  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), 238250. doi:10.20489/intjecse.83870

36.  Hu, B., Vong, K., & Mak, M. (2015). An evaluation of Chinas kindergarten quality rating system through the Chinese Early Childhood Environment Rating Scale the Zhejiang case. Early Years: An International Research Journal, 35, 5066. doi:10.1080/09575146.2014.978266

35.  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), 132149. doi:10.1002/jocb.74 (SSCI; 2015 IF=1.706; 5Y-IF=1.869; Rank: 20/57)   

34.  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), 840862. doi:10.1080/03057925.2014.929489 (SSCI; 2015 IF=0.802; 5Y-IF=0.672; Rank: 132/231)

33.  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), 5377. doi:10.1007/s13158-014-0114-9

32.  Hu, B., Fan, X., Li, K., & Ieong, S. L. (2015). Why is group teaching so important to Chinese childrens development? Australasian Journal of Early Childhood, 40(1), 412. (SSCI; 2015 IF=0.820; 5Y-IF=0.720; Rank: 195/231)

31.  Hu, B., Vong, K., Chen, Y., & Li, K. (2015). Expert practitioners views about the Chinese Early Childhood Environment Rating Scale. European Early Childhood Education Research Journal, 23(2), 229249. doi:10.1080/1350293X.2014.919779 (SSCI; 2015 IF=0.612; 5Y-IF=0.868; Rank: 161/231 )

30.  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), 94117. doi:10.1080/03057925.2013.841468 (SSCI; 2015 IF=0.802; 5Y-IF=0.672 ; Rank: 132/231)

29. 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), 202211. doi:10.1080/00094056.2014.910378

28.  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), 268282. doi:10.1016/j.ecresq.2014.02.007 (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

27.  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), 461483. doi:10.1080/02568543.2014.944720

26.  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, 236248. (SSCI; 2015 IF=1.000; 5Y-IF=1.563; Rank: 36/57)

25.  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), 5478. doi:10.1080/10901027.2013.874386  

24.  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, 127.

23.  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), 193217. (SSCI; 2015 IF=1.104; 5Y-IF=1.084; Rank: 83/231)

22.  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), 316324. doi:10.1016/j.ijedudev.2012.04.006 (SSCI; 2015 IF=1.067; 5Y-IF=1.265; Rank: 90/231 )

 

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

21.  Hu, B., & Li, K. (2012). The quality rating system of Chinese preschool education: Prospects and Challenges. Childhood Education, 88(1) 1422. doi:10.1080/00094056.2012.643711

20.  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), 8898.

19.  Hunt, J., & Hu, B. (2011). Theoretical factors affecting parental roles in childrens mathematical learning in American and Chinese-born mothers. School Community Journal, 21(2), 119142.

18.  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 Christis Center for Educational Development, Evaluation, and Research, 123.

17.  Zhu, Z., & Hu, B. (2011). San Zi Jing: A Classical Chinese primer. Childhood Education, 87(6), 415420.

16.  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), 121.

15.  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), 548581.

14.  Hu, B. (2010). Training needs for implementing early childhood inclusion in China. International Journal of Early Childhood Special Education, 2, 1230.

13.  Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. International Journal of Early Childhood, 42, 5966.

12.  Hu, B., & Szente, J. (2010). Education of young Chinese migrant children: Challenges and prospects. Early Childhood Education Journal, 37, 477482.

11.  Hu. B., & Szente, J. (2009). The care and education of orphan children with disabilities in China: Progress and remaining challenges. Childhood Education, 86(2), 7886.

10.  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), 247262.

 

 

Key Journals in Chinese

 

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 underlying social creative thinking: EEG Alpha activity in Trait vs. State Creativity]. Acta Psuchologica Sinica, 47(6), 765773. (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 education]. Chinese Journal of Special Education, 6, 1317. (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-Rs cultural adaptability for early childhood education in China]. Early Childhood Education (Educational Sciences), 637(11), 38. (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 childrens motor development]. Studies in Preschool Education, 220(4), 2532. (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, 37. (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 international context and restructuring the related conceptions of our nation]. International and Comparative Education, 270(7), 1520. (CSSCI; Comprehensive IF=0.856; Combined IF=0.519)

 

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

 

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 Education (Educational Sciences), 519(7), 8487. (Key journal in Chinese Early Childhood Education)

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]. Chinese Journal of Special Education, 123(9), 915. (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, 4751. (Key journal in Chinese Early Childhood Education)

 

MATERIALS UNDER ACTIVE REVIEW

 

9.    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 International Journal of Science and Mathematics Education. (SSCI; 2015 IF=1.104; 5Y-IF=1.084; Rank: 83/231)

8.    Zhang, X., Hu, B., Ren, L, & Fan, X. (under review). Sources of individual differences in young Chinese children’s reading and mathematics trajectories. Manuscript submitted to Journal of School Psychology. (SSCI; 2015 IF=3.355; 5Y-IF=4.260; Rank: 4/57)

7.    Zhang, X., Hu, B., Ren, L, & Fan, X. (under review). Contributions of language, spatial, and self-regulation skills to young Chinese children’s competencies in reading, mathematics, and science. Manuscript submitted to Contemporary Educational Psychology. (SSCI; 2015 IF=2.492; 5Y-IF=3.738; Rank: 11/57)

6.    Hu, B., Ren, J., LoCasale-Crouch, J., Roberts, S. K., & Yang, Y. (2017). Chinese kindergarten teachers’ use of instructional strategies during whole-group language lessons. Manuscript submitted to Teaching and Teacher Education. (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)

 

5.    Yang, Y., Hu, B., Yu, S., & Roberts, S. K. (2017). A qualitative case study of instructional support practices in Chinese preschool classrooms. Manuscript submitted to Learning, Culture and Social Interaction. (SSCI; 2015 IF=0.778; 5Y-IF=0.933; Rank: 139/231)

4.    Wang, C. Y., Vong, K., Hu, B. (2017). Re-visiting the teacher-centreness phenomenon: Upon Chinese kindergarten. Manuscript submitted to Asia Pacific Journal of Education. (SSCI; 2015 IF=0.531; 5Y-IF=0.569; Rank: 177/231)

3.    Hu, B., Zhou, Y., Cheng, L., & Fan, X. (2016). Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality. Manuscript submitted to Early Childhood Research Quarterly. (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)

2.    Hu, B., Fan, X., Wu, Z., LoCasale-Crouch, J., Zhang, X., & Ning, Y. (2016). The relationship between teacher-child interaction quality and children’s cognitive and social skills in Chinese kindergarten classrooms. Manuscript submitted to Children and Youth Services Review. (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)

1.     Hu, B., & Lim, C. (2016). Toward a quality preschool inclusion for children with disabilities in China: A qualitative interview study with inclusion directors. Manuscript submitted to Disability & Society. (SSCI; 2015 IF=1.030; 5Y-IF=1.400; Rank: 38/71)

 

 

 

PRESENTATIONS AT SCHOLARY MEETINGS

 

22.  Hu, B. (January, 2017). Preschool expenditures and Chinese children’s academic performance: 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 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: Evidence 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 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.

Editorships, Consultantships, and Professional Engagements

 

International

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

·     Publications Committee for the ACEI, July 2011-present

·     Reviewer, Teaching and Teacher Education, 2017-

·     Reviewer, International Journal of Early Childhood Education and Care, 2016-present

·     Reviewer, Teaching Exceptional Children, 2007-2013

·     Reviewer, Journal of Early Childhood Research, 2009-present

·     Reviewer, Childhood Education, 2009-present

 

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 Guangdong, China since 2014

 

 

University of Macau

·   Member of FED Academic Council

·   Program convener for Master’s Program in Early Childhood Education and Child Development

·   Director of the Center for Early Childhood Education and Child Development

 

Membership in Professional Organizations

 

·         Council for Exceptional Children, 2002-present

-      Division of Early Childhood

-      Division of Research

-      Division of International Special Education

-      Division of Learning Disability

-      Division of Behavioral Disorders

 

·         Association of Childhood Education International, 2010

 

 

Honors and Awards

 

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

 

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