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Examining Coaching Skill Development during Preservice Teachers' (PSTs) Internships
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Hu, Bi Ying; Su, Yijie; Liu, Xiaohua; He, Mengyang; LoCasale-Crouch, Jennifer – Early Childhood Education Journal, 2023
Research shows that effective and high-quality instructional coaching that targets teacher-child interactions can improve the classroom quality, increase teacher job satisfaction, reduce attrition, and even improve young children's development, such as social emotional development, and literacy skills. Coaches likely develop and sharpen their…
Descriptors: Preservice Teachers, Internship Programs, Coaching (Performance), Skill Development
Do Field-Dependent Individuals Tend to Have Lower Creativity than Field-Independent Ones? The Role of Informational Cues in Electronic Brainstorming
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Li, Chun; Mu, Xiaolin; Tan, Yuanyuan; Gu, Chuanhua; Hu, Bi Ying; Fan, Cuiying – Interactive Learning Environments, 2023
Much research on brainstorming has found that the power of a team can stimulate individual creativity, and that this influence is more prominent in computer-mediated online interactions. However, creativity appears to depend on the outcome of combining certain environmental factors with certain kinds of Individual characteristics. Two experiments…
Descriptors: Brainstorming, Cues, Environmental Influences, Creativity
Family Physical Activities Choice, Parental Views of Physical Activities, and Chinese Preschool Children's Physical Fitness and Motor Development
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Hu, Bi Ying; Wu, Zhongling; Kong, Zhaowei – Early Childhood Education Journal, 2022
The present research examined the effects of family-related factors on how parents perceive and choose physical activities that stimulate their children's physical fitness and motor development. Using the random sampling approach, a total of 284 4- to 5-year-old children (n = 147 boys; n = 137 girls) were included in the sample. These children's…
Descriptors: Physical Activities, Physical Fitness, Parent Attitudes, Measures (Individuals)
Relationships between the ?eacher-Child Conflict and Children's Problem Behaviors in the Cultural Context of Chinese Preschools
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Hu, Bi Ying; Ren, Lixin; Wu, Zhongling; Chen, Jiani; He, Jinbo – School Psychology Review, 2022
This study used a cross-lagged design to examine the longitudinal relations between teacher-child conflict and children's problem behavior during the preschool years based on a stratified sample of 515 Chinese preschool children. Children's problem behavior was reported by parents, and teachers rated their levels of conflict with children. Results…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Preschool Children
Teacher-Child Interaction and Preschoolers' Learning Behavior in China: A Piecewise Growth Model
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Hu, Bi Ying; Wu, Zhongling; Winsler, Adam; Wu, Yan; Fan, Xitao – Early Education and Development, 2021
Research Findings: This longitudinal study examined how teacher-child interaction quality related to growth in children's approaches to learning (ATL), measured by Competence Motivation Learning Strategies, and Attention and Persistence, in a stratified random sample of 607 Chinese children. Data on classroom teacher-child interaction quality…
Descriptors: Teacher Student Relationship, Preschool Children, Student Behavior, Foreign Countries