Ning Yang
South China Normal University
Social environmentAstronomyCognitive skillPsychological resilienceDevelopmental psychologyMathematics educationPsychologyCognitionPsychometricsEarly childhood educationChinaClass (computer programming)Moderated mediationStorytellingClass sizeEarly childhoodSelf-conceptQuality (business)Context (language use)SalaryTeacher educationSOCIOECONOMICALLY DISADVANTAGEDInternational researchScoring systemScience programEarly languageMath skillsTeacher preparationSouthern chinaFree playLeft behindStory tellingIntervention studiesSocial withdrawalPersonaAffect (psychology)Class (biology)Confirmatory factor analysisSample (statistics)Science educationReliability (statistics)Stratified samplingProfessional developmentInter-rater reliabilityScale (social sciences)Rating scaleSocial skillsTeaching method
7Publications
6H-index
97Citations
Publications 8
Newest
#1Ning Yang (SCNU: South China Normal University)H-Index: 6
#2Yanan Qi (PRC: China Medical University (PRC))
Last. Yonggang Ren (NIE: National Institute of Education)H-Index: 3
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Abstract null null This study aims to examine the mediating and moderating roles of self-concept and resilience in the relationship between teacher-child relationships and social withdrawal with a sample of 380 Chinese left-behind children in a rural region in Guangdong Province, China. They were measured by using Children's Social Behavioral Scale-Teacher Form, Devereux Early Childhood Assessment for Preschool (DECA-P2), Children’s Self-Concept Scale, and Student-Teacher Relationship Scale (STR...
Source
#1Jiangbo Hu (ZJNU: Zhejiang Normal University)H-Index: 3
#2Camilla Gordon (Macquarie University)H-Index: 1
Last. Yonggang Ren (NIE: National Institute of Education)H-Index: 3
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Grounded on personification storytelling, this intervention study introduced a science program including extensive astronomy concepts to 24 children (4–5 years). The storytelling attributes persona...
9 CitationsSource
#1Bi Ying Hu (UM: University of Macau)H-Index: 14
#2Xitao Fan (UM: University of Macau)H-Index: 62
Last. Juan Zhang (UM: University of Macau)H-Index: 14
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Quality early childhood education (ECE) is central to children's development and, thus, has become a focus of the current Chinese education agenda. Using a sample of 589 Chinese children in 59 preschool classrooms, this study examined how a key aspect of ECE quality, teacher-child interactions, was related to children's skills. Findings indicated that teacher-child interactions were related to children's cognitive skills, but not to social skills. These results contribute to the growing internat...
23 CitationsSource
#1Bi Ying Hu (UM: University of Macau)H-Index: 14
#2Xitao Fan (UM: University of Macau)H-Index: 62
Last. Ning Yang (SCNU: South China Normal University)H-Index: 6
view all 4 authors...
Abstract In this study, the generalized additive modeling (GAM) was used to explore possible threshold effects on multiple program structure quality indicators (class size, child-to-teacher ratio, teaching experience, teacher salary) in relation to the classroom teacher-child interaction quality indicators as measured by the Classroom Assessment Scoring System (CLASS) in a sample of Chinese kindergarten classrooms. One hundred eighty classrooms in 60 preschools were selected for the study, based...
11 CitationsSource
#1Bi Ying Hu (UM: University of Macau)H-Index: 14
#2Xitao Fan (UM: University of Macau)H-Index: 62
Last. Ning Yang (SCNU: South China Normal University)H-Index: 6
view all 5 authors...
Abstract This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interacti...
10 CitationsSource
#1Bi Ying Hu (UM: University of Macau)H-Index: 14
#2Lisa Dieker (UCF: University of Central Florida)H-Index: 19
Last. Ning Yang (SCNU: South China Normal University)H-Index: 6
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Abstract Based on the observation of 180 early childhood classrooms using the Classroom Assessment Scoring System (CLASS), the researchers found Chinese teachers scored lower on instruction support quality compared to international colleagues. Researchers also examined Chinese teachers' quality of interactions across settings (i.e., whole-group teaching, free play, routine/care, and outdoor play) and activities (i.e., language, math and science, and others). Chinese teachers performed better in ...
18 CitationsSource
#1Bi Ying Hu (UM: University of Macau)H-Index: 14
#2Xitao Fan (UM: University of Macau)H-Index: 62
Last. Ning Yang (SCNU: South China Normal University)H-Index: 6
view all 4 authors...
ABSTRACTResearch Findings: This study examined the applicability of the Classroom Assessment Scoring System (CLASS) Pre-K (Pianta, La Paro, & Hamre, 2008) and its underpinning framework of teaching through interactions in typical Chinese kindergarten classrooms. A sample of 180 kindergarten classrooms in China was selected, and the CLASS was used to rate the classroom teaching interactions. Multiple analytical approaches were applied to examine how the CLASS functioned in the Chinese cultural an...
48 CitationsSource
#1Juan Zhang (UM: University of Macau)H-Index: 14
#2Yaxuan Meng (UM: University of Macau)H-Index: 5
Last. Chunlian Jiang (UM: University of Macau)
view all 7 authors...