期刊：
International Journal of Environmental Research and Public Health,2022年19(21):14286- ISSN：1661-7827
通讯作者：
Junyuan Chen<&wdkj&>A-Xing Zhu
作者机构：
[Yang, Yanru; Xu, Fenghua; Chen, Junyuan] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhu, A-Xing] Nanjing Normal Univ, Jiangsu Ctr Collaborat Innovat Geog Informat Reso, Sch Geog, Nanjing 210023, Peoples R China.;[Zhu, A-Xing] Nanjing Normal Univ, Key Lab Virtual Geog Environm, Minist Educ, Nanjing 210023, Peoples R China.;[Zhu, A-Xing] Univ Wisconsin, Dept Geog, Madison, WI 53706 USA.
通讯机构：
[Junyuan Chen; A-Xing Zhu] A;Authors to whom correspondence should be addressed.<&wdkj&>Jiangsu Center for Collaborative Innovation in Geographical Information Resource Development and Application, School of Geography, Nanjing Normal University, Nanjing 210023, China<&wdkj&>Department of Geography, University of Wisconsin-Madison, Madison, WI 53706, USA<&wdkj&>Key Laboratory of Virtual Geographic Environment, Ministry of Education, Nanjing Normal University, Nanjing 210023, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Education, Central China Normal University, Wuhan 430079, China
关键词：
classroom silence;professional courses;Chinese university students;separation of cognition and practice;grounded theory
摘要：
Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.
作者：
Mu, Guanglun Michael;Wang, Yan;Zhu, Nan;Zhou, Dan
期刊：
International Journal of Inclusive Education,2022年 ISSN：1360-3116
通讯作者：
Guanglun Michael Mu
作者机构：
[Mu, Guanglun Michael] Queensland Univ Technol, Sch Teacher Educ & Leadership, Kelvin Grove, Australia.;[Wang, Yan] Beijing Normal Univ, Fac Educ, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.;[Zhu, Nan] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Zhou, Dan] Hangzhou Normal Univ, Jinghengyi Sch Educ, Hangzhoou, Peoples R China.
通讯机构：
[Guanglun Michael Mu] S;School of Teacher Education and Leadership, Queensland University of Technology, Kelvin Grove, Australia
关键词：
Teacher resilience;neoliberal isotopism;inclusive education;Learning in Regular Classroom;teacher agency
摘要：
Teaching is challenging and has long been vexed by teacher stress, burnout, and attrition. Framing through a positive perspective, this paper investigates teacher resilience to a form of structural challenge, that is, neoliberalism. The paper quantitatively models the resilience process of a sample of 2219 Chinese inclusive education teachers who develop professional competence and manage burnout despite the structural constraints brought about by neoliberalism. The analysis highlights the role of teacher agency in the resilience process. The paper calls for proactive policy and research response to the neoliberal tendency that deprofessionalises teachers.
作者机构：
[Wang, Yao; Xu, Wenzhe; Yang, Yanru; Chen, Junyuan; Xu, Fenghua; Zhang, Xiaolin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Zhang, Yishi] Wuhan Univ Technol, Sch Management, Wuhan 430070, Peoples R China.
通讯机构：
[Xu, Fenghua] C;[Zhang, Yishi] W;Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;Wuhan Univ Technol, Sch Management, Wuhan 430070, Peoples R China.
关键词：
teacher curriculum leadership;field dynamic theory;influencing factors;teacher professional development
摘要：
Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers' curriculum leadership. Based on Lewin's field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.
期刊：
Early Childhood Education Journal,2021年49(5):869-879 ISSN：1082-3301
通讯作者：
Xin Gong
作者机构：
[Tan, Fei] Tufts Univ, Medford, MA 02155 USA.;[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Xiao] Univ Hong Kong, Fac Educ, Pok Fu Lam, Hong Kong, Peoples R China.;[Zhang, Ronghua] Wuhan Univ, Wuhan, Hubei, Peoples R China.
通讯机构：
[Xin Gong] S;School of Education, Central China Normal University, Hongshan District, Wuhan, China
关键词：
Approaches to learning;Family-school connections;COVID-19;Preschoolers;Wuhan
摘要：
The concept, approaches to learning (ATL), is an important dimension of children’s school readiness, which reflects children’s enthusiasm and engagement in learning settings. Due to coronavirus disease 2019 (COVID-19), when preschools were shut down for months and children’s social interactions were greatly limited, preschoolers’ ATL might be negatively affected. However, strengthened family-school connections might have the potential to reduce the adverse effects of the pandemic. Based on a sample of 340 preschoolers from 30 classes of 6 preschools in Wuhan, China, we explored the association between family-preschool connections and preschoolers’ ATL scores. The findings showed that the preschoolers’ ATL were statistically and positively associated with parental attendance at the online parent-teacher meetings initiated by the preschools (standardized coefficient = 0.15). Policy implications regarding the enhancement of family-preschool connections are discussed.
摘要：
This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6 - 14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.
摘要：
The current study aimed to examine the effect of empowerment on English language teachers’ commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers’ attitudes towards curriculum reform on the relationship between the teacher’s empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers’ empowerment questionnaire model of Yin et al. (Citation2013. “The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy.” Educational Studies 39 (1): 13–28), the Organisational Commitment scale of Meyer & Allen (Citation1997) and the Attitude toward Change Instrument of Dunham et al. (Citation1989). The results advocated a significant and positive correlation between the teachers’ empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers’ attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important.
作者机构：
[Wang, Fuxing; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Danovitch, Judith; Williams, Allison] Univ Louisville, Dept Psychol & Brain Sci, Louisville, KY 40292 USA.;[Li, Hui] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei, Peoples R China.;[Wang, FX; Li, Hui] Cent China Normal Univ, 152 Luoyu St,Tianjiabing BLDG, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, FX; Li, H] C;Cent China Normal Univ, 152 Luoyu St,Tianjiabing BLDG, Wuhan 430079, Hubei, Peoples R China.
关键词：
Cartoon characters;Familiarity;Food rejection;Selective trust;Testimony;Theory of mind
摘要：
Young children learn about the properties of foods, such as taste and healthiness, from others. By using selective trust tasks in which a familiar cartoon character and an unfamiliar informant provided different testimony about food safety, this study examined how an informant's familiarity affected 4- to 6-year-old children's selective social learning about food safety. In Experiment 1, when judging the safety of foods from the familiar cartoon character and the unfamiliar character, children across all age groups showed a preference for asking the familiar character for information. For endorse questions, 4- and 5-year-olds did not consistently accept or reject either character's statements, while 6-year-olds endorsed the unfamiliar cartoon character's statements more often than the familiar character's statements. In Experiment 2, when the unfamiliar informant was a real adult instead of a fictional cartoon character, children sought out information from the familiar character more often than from the adult, and they did not differentially endorse statements by either informant. Moreover, children who had less advanced theory of mind skills and who viewed cartoon characters as more real were more likely to ask the cartoon character. These results suggest that although children prefer to obtain information from familiar characters, they accept information about food safety from multiple kinds of sources and their social-cognitive skills play a role in their decisions.
期刊：
Studies in Educational Evaluation,2020年67:100932 ISSN：0191-491X
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Xuan] Univ Houston, Dept Math, Houston, TX 77004 USA.;[Tsang, Mun C.] Columbia Univ, Teachers Coll, New York, NY 10027 USA.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity.
关键词：
mindfulness-based cognitive therapy;self-training;affect balance;meaning in life;adolescent depression
摘要：
We tested whether self-training in mindfulness-based cognitive therapy could help improve the mental health of adolescents with mild depression. We conducted a wait-list controlled trial during which 14 adolescents in a self-training group completed the 8-week mindfulness-based cognitive therapy in daily life program, and 18 adolescents in a control group did not do any mindfulness self-training until the adolescents in the self-training group had completed the 8-week program. The mixed-measures 2 (testing stage) x 2 (group type) analyses of variance showed significant interaction effects on depression, mindfulness, affect balance, and meaning in life. Specifically, there was no significant difference between the pretest and posttest scores for depression, mindfulness, affect balance, and meaning in life among adolescents in the control group. For adolescents in the self-training group, however, the posttest scores for depression were significantly lower than the scores in the pretest, and the posttest scores for mindfulness, affect balance, and meaning in life were significantly higher. Our findings show that adolescents with mild depression can improve their mental health by completing a program of self-training in mindfulness-based cognitive therapy.
期刊：
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH,2019年62(2):307-317 ISSN：1092-4388
通讯作者：
Chen, Liang
作者机构：
[Gong, Huina; Lei, Jianghua] Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.;[Chen, Liang] Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA.
通讯机构：
[Chen, Liang] U;Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA.
摘要：
Purpose The study was designed primarily to determine if the use of hearing aids (HAs) in individuals with hearing impairment in China would affect their speechreading performance. Method Sixty-seven young adults with hearing impairment with HAs and 78 young adults with hearing impairment without HAs completed newly developed Chinese speechreading tests targeting 3 linguistic levels (i.e., words, phrases, and sentences). Results Groups with HAs were more accurate at speechreading than groups without HA across the 3 linguistic levels. For both groups, speechreading accuracy was higher for phrases than words and sentences, and speechreading speed was slower for sentences than words and phrases. Furthermore, there was a positive correlation between years of HA use and the accuracy of speechreading performance; longer HA use was associated with more accurate speechreading. Conclusions Young HA users in China have enhanced speechreading performance over their peers with hearing impairment who are not HA users. This result argues against the perceptual dependence hypothesis that suggests greater dependence on visual information leads to improvement in visual speech perception.
期刊：
Journal of Intellectual & Developmental Disability,2019年44(1):51-63 ISSN：1366-8250
通讯作者：
Xu, Tianxi
作者机构：
[Xu, Tianxi] Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.;[Stancliffe, Roger J.; Xu, Tianxi] Univ Sydney, Ctr Disabil Res & Policy, Sydney, NSW, Australia.
通讯机构：
[Xu, Tianxi] C;[Xu, Tianxi] U;Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.;Univ Sydney, Ctr Disabil Res & Policy, Sydney, NSW, Australia.
关键词：
Transition to work;employment outcomes;school leavers;intellectual disability;market
摘要：
Background: Very few studies have evaluated the performance of transition to work (TTW) service providers after the TTW program was implemented in New South Wales, Australia since 2005. This paper examines employment outcomes achieved by 35 TTW service providers in Sydney. Method: Descriptive statistics and chi-square were used to analyse the TTW outcome data. Results: We found that (a) there was a constant growth in the number of TTW program entrants and an overall increase in the employment rate of TTW clients; (b) many TTW service providers in Sydney served fewer than four clients annually on average; and (c) huge differences were evident in the employment outcome performance of individual TTW service providers. Conclusion: The TTW programme in Sydney allowed more school leavers to achieve employment. However, further research is needed to examine the associations between TTW program features and different employment outcomes to build an optimal TTW program.
作者机构：
[Gong, Huina; Lei, Jianghua] Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.;[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
通讯机构：
[Lei, Jianghua] C;[Chen, Liang] U;Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.;Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
会议名称：
17th Conference of the International-Clinical-Phonetics-and-Linguistics-Association (ICPLA)
会议时间：
OCT 23-25, 2018
会议地点：
Saint Julians, MALTA
会议主办单位：
[Gong, Huina;Lei, Jianghua] Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.^[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
关键词：
Mandarin Chinese;Speechreading;hearing impairment;linguistic complexity;speech training
摘要：
Speechreading contributes significantly to effective communication, and persons with hearing impairment (HI) may need to rely more on speechreading. However, whether they may benefit from training/practice to improve their speechreading performance remains unclear. In this study, we examine the effect of speech training on speechreading performance of children with HI in China, and how such effect, if any, may be influenced by age. Fifty-nine HI children with speech training experiences, and fifty-eight HI children without speech training experiences completed tasks measuring their ability to speechread Chinese at the linguistic levels of words, phrases, and sentences. The children ranged from 7 to 14 years old, and were divided into four age groups by two-year age intervals. Both accuracy rate and response time data were collected. Results revealed three findings: (1) HI children with speech training experiences speechread more accurately but more slowly than those without speech training experiences; (2) while speechreading performance generally improved with age, age didn't alter the relative performance between the two groups; and (3) speechreading performance was best for phrases, and worst for sentences. These findings suggest that HI children benefit from speech training to improve their speechreading performance, and their speechreading performance is influenced by age, linguistic level, and the specific measure used.
作者机构：
[Chen, Liang] Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.;[Lei, Jianghua] Cent China Normal Univ, Dept Special Educ, Wuhan, Hubei, Peoples R China.
通讯机构：
[Chen, Liang] U;Univ Georgia, Commun Sci & Special Educ, Athens, GA 30602 USA.
期刊：
Early Childhood Research Quarterly,2016年37:140-152 ISSN：0885-2006
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.;[Xu, Di] Univ Calif Irvine, Educ 3225, Irvine, CA 92697 USA.;[Han, Wen-Jui] NYU, 1 Washington Sq North, New York, NY 10003 USA.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
关键词：
Child care;China family panel studies (CFPS);Preschool attendance;Propensity score matching;Rural China
摘要：
Despite growing public attention to access to preschool education in rural China, there is limited evidence about its potential long-term impacts on child development. Using a nationally representative dataset from China Family Panel Studies, this paper is the first rigorously estimating the long-term effects of preschool attendance on multiple domains of child development in rural China for a sample of 11–15 year olds. Results based on ordinary least squares analysis, county fixed effects, and propensity score matching point to a consistent positive association between preschool attendance and individual social skills, although no association was found between attendance and cognitive skills. Directions for future research and policy recommendations related to early education development in China are discussed.
摘要：
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.
期刊：
International Journal of Disability, Development and Education,2015年62(6):608-627 ISSN：1034-912X
通讯作者：
Zhu, Nan
作者机构：
[Zhu, Nan] Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China.
通讯机构：
[Zhu, Nan] C;Cent China Normal Univ, Dept Special Educ, Wuhan, Peoples R China.
关键词：
China;Cognitive strategy instruction;Fourth-grade students;Intervention;Mathematical word problem solving;Mathematics disabilities;Metacognitive strategies
摘要：
This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.
期刊：
International Journal of Educational Development,2015年45:1-15 ISSN：0738-0593
通讯作者：
Gong, Xin
作者机构：
[Gong, Xin] Cent China Normal Univ, Sch Educ, Wuhan 430079, Hubei Province, Peoples R China.;[Zhang, Hui] Minist Finance, Res Inst Fiscal Sci, Educ Sci & Cultural Res Ctr, Beijing 100142, Peoples R China.;[Yao, Haogen] Columbia Univ, Teachers Coll, Ctr Chinese Educ, New York, NY 10027 USA.;[Gong, Xin] Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
通讯机构：
[Gong, Xin] C;Cent China Normal Univ, Sch Educ, 152 Luoyu Rd, Wuhan 430079, Hubei Province, Peoples R China.
摘要：
Based on sampling data of 2008 and 2011, this paper adopts the ordered probit model to investigate the determinants of academic performance for two cohorts of migrant children in Beijing. We found: (1) Age (different directions for the two cohorts), being a girl, family income, mother's education, parental expectations, parental tutoring, and the degree of satisfaction with schools were associated with children's academic ranking in the-class for both cohorts. (2) Family income only mattered for the 2008 cohort and only for girls; additionally for 2008, educational expectations, study time and being a student leader were significant predictors. (3) Heterogeneous effects by gender, by education stage and by school type were also documented. (C) 2015 Published by Elsevier Ltd.
