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Direct linkYiwei Zhao; Guowei Wu; Xiangzhi Meng; George K. Georgiou; Xiujie Yang – European Journal of Psychology of Education, 2025
Using behavioral network analysis, the present study aimed to examine the relation between various cognitive-linguistic skills and Chinese character reading in children from preschool to primary school. A cohort of 172 Chinese children (41.3% female; M[subscript age] = 5.74 ± 0.32 years) were followed from the end of kindergarten (T1) to first…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Elementary School Students
Teng, Mark Feng – Language Awareness, 2022
This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = 0.51; 50.2% boys, 49.7% girls) from five public primary schools in China. A…
Descriptors: Metacognition, Metalinguistics, Language Tests, Vocabulary Skills
Mansilla, Veronica Boix; Wilson, Devon – Journal of Research in International Education, 2020
What exactly does it mean to be globally competent in a Chinese context in the early 21st century? In this article, we propose a culturally informed re-interpretation of 'global competence' rooted in Eastern and Western traditions. We draw on a longitudinal empirical action-research study of Chinese and foreign teachers working to foster global…
Descriptors: Cultural Awareness, Global Approach, Educational Practices, Action Research
