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'Good Job!': Unpacking Praise Practices of High- and Low-Quality Early Childhood Teachers in China
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Wang, X. Christine; Dai, Wei; Hu, Biying; Song, Zhanmei – Early Child Development and Care, 2021
Aiming to inform teaching practices and understand cultural differences, we examined praise practices of high- and low-quality preschool teachers in China. As part of a broader project, we purposefully selected three high-quality and three low-quality teachers based upon their Pre-K CLASS ratings and self-reports, and conducted qualitative…
Descriptors: Positive Reinforcement, Teacher Effectiveness, Preschool Teachers, Preschool Children
Behavioural Supports for Students with Autism Spectrum Disorders: Practice, Policy, and Implications for Special Education Reform in China
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Han, Chen; Cumming, Therese M. – International Journal of Inclusive Education, 2022
The educational inclusion of children with Autism Spectrum Disorder (ASD) can be challenging, due to behavioural issues. Scant research has been conducted to investigate behavioural interventions for students with ASD in the Chinese context. Since special education in China varies greatly from that in western countries such as Australia,…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Students with Disabilities