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Keang Ieng Vong, Sou Kuan Vong, Qian-Min Liu & Doris Pui-Wah Cheng. (2023) An exploratory study on normative cohesiveness of high-quality preschool teacher education in urban north-western China. International Journal of Early Years Education 31:4, pages 924-940.
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Shu-chen Wu. (2023) How similar is Hong Kong’s play-based learning pedagogy to Fröbel’s Spielpädagogik?. European Early Childhood Education Research Journal 31:5, pages 784-796.
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Jennifer J. Chen & Hui Li. (2023) Tian Shi (Timing) Di Li (Context) Ren He (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model. Journal of Research in Childhood Education 37:2, pages 292-309.
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Alison Cullinane & Sibel Erduran. (2023) Nature of Science in Preservice Science Teacher Education–Case Studies of Irish Pre-service Science Teachers. Journal of Science Teacher Education 34:2, pages 201-223.
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Alan Cheung, Chrysa Keung & Winnie Tam. (2022) Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis. Teachers and Teaching 28:5, pages 618-632.
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Articles from other publishers (16)
Courtney A. Paisley, Sophia W. Eldred, Ashley Cawley & Theodore S. Tomeny. (2022) Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities 38:3, pages 158-167.
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Aleksander Veraksa, Apollinaria Chursina, Purnima Singh, Madhumita Ramakrishna & Nishtha Jain. (2023) Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study. Frontiers in Education 8.
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Missaye Mulatie Mengstie. (2022) Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP). Journal of Early Childhood Research 21:2, pages 121-132.
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Jennifer J Chen. (2023) Neoliberalism and neocolonialism in the mix: Evidence of glocalization in the globalization–localization dynamics of early childhood practices in Hong Kong. Policy Futures in Education, pages 147821032311719.
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Caroline Cohrssen, Ben Richards & Rhoda Wang. (2023) Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study. Infant and Child Development 32:2.
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Mengxuan Wei & Yaping Chen. (2022) Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory. Chinese Journal of Applied Linguistics 45:3, pages 401-415.
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Yunjun Kong, Edit Katalin Molnár & Nan Xu. (2022) Pre- and In-Service Teachers’ Assessment and Feedback in EFL Writing: Changes and Challenges. SAGE Open 12:3, pages 215824402211266.
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Barry Lee Reynolds, Xuan Van Ha, Chen Ding, Xiaofang Zhang, Sylvia Liu & Xiaoyan Ma. (2022) Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?. Behavioral Sciences 12:2, pages 19.
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Xinlian Li, Wanting Zhou, Stephen Hwang & Jinfa Cai. (2022) Learning to Teach Mathematics Through Problem Posing: Teachers’ Beliefs and Their Instructional Practices. International Journal of Educational Research 115, pages 102038.
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Alia Hadid & Rabia Hos. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
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Alfredo Bautista, Jimmy Yu, Kerry Lee & Jin Sun. (2021) Play in Asian preschools? Mapping a landscape of hindering factors. Contemporary Issues in Early Childhood 22:4, pages 312-327.
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Sizwe Blessing. (2021) Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics. International Journal of Educational Methodology 7:3, pages 473-485.
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Muhammad Azeem Ashraf, Samson Maekele Tsegay & Yang Meijia. (2021) Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers. SAGE Open 11:3, pages 215824402110306.
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Sum Kwing Cheung, Katrina May Dulay, Xiujie Yang, Fateme Mohseni & Catherine McBride. (2021) Home Literacy and Numeracy Environments in Asia. Frontiers in Psychology 12.
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Alfredo Bautista, Rebecca Bull, Ee Lynn Ng & Kerry Lee. (2020) “That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks. Policy Futures in Education 19:2, pages 155-174.
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Chrysa Pui Chi Keung, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai & Clement Ka Kit Ng. (2019) Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership 48:5, pages 875-892.
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