个人简介

EDUCATIONAL BACKGROUND  University of Central Florida, Special Education-Early Childhood Special Education, Preschool Inclusion, and International Research Focus, Ph.D., 2009        University of Central Florida, Exceptional Education and Inclusion, M.Ed., 2005        University of Central Florida, Exceptional Education (Mental Retardation Track), B.S., 2003 PRESENT RANK AND YEAR OF APPOINTMENT        Associate Professor of Early Childhood Education and Child Development, appointed July 2016 PREVIOUS TEACHING APPOINTMENTSFull TimeAssistant Professor of Early Childhood Special Education, Texas Christian University, Texas (2009-2012) Teacher, Students with Severe and Profound Disabilities, Volusia County Schools, Florida (2003-2005)Behavior Training Specialist, Childhood Development Center, Threshold Inc., State Alternative School, Winter Park, Florida, 2001-2003Cultural Representative, EPCOT, Orlando, Florida, 1999-2000Part TimeGraduate Research Assistant, University of Central Florida, 2006-2009Curriculum Coordinator, Chinese School at Bread of Life Christian Church, Orlando, Florida, 2006-2009STAR Counselor, Orlando, Florida, 2002-2006College Schedule/ Registration Advisor, Cyber Star, Valencia Community College, Winter Park, Florida, 2000-2001Assistant to the Dean, Ningbo University, Ningbo, China, 1998-1999K-5 ESOL Teacher, Chuan Shan Elementary School, Ningbo, China, 1997-1998         COURSES TAUGHTInstructor of Record:Studies on Preschool Inclusion (EDUC7356), 1 semester, University of MacauEarly Childhood Quality Evaluation (ECEC750), 7 semesters, University of MacauSpecial Educaiton (EDUC 385/PREIO28), 7 semesters, University of MacauChild Development and Guidance (IMEH020), 1 semester, University of MacauCritical Issues in Special Education (EDSP 60313), 1 semester, Texas Christian UniversityStudy of Exceptional Students (EDSP 30603), 2 semesters, Texas Christian UniversityLearner-Centered Teaching: Assessment for Inclusive Early Childhood Programs (EDEC 41103 077/078), 6 semesters, Texas Christian UniversityTeaching Exceptional Students (EEX 4070), 1 semester, University of Central Florida (UCF)

研究领域

EXTERNAL SUPPORTReceived:Macao Tong Chai Charity Association. “幼师职前实习期师幼互动能力发展课程项目——以师幼互动理论为导向的职前幼师专业能力发展课程的实践”.  Principal Investigator. Awarded MOP 725,180 for 2019 to 2022.  American Association of University Women (AAUW) International Project GrantAward: Adapting CONNECT Modules for Chinese Preschool Inclusion Teacher Training. Principal Investigator. Awarded $7,000.00 for Fall 2013 to Fall 2014.  Key Grant Project of the Science Foundation of Ministry of Education of China: A Policy Study of Ensuring A Basic and Quality Preschool Education for All Children in China. Key Study Personnel. Zhejiang Normal University (ZNU) in China. ZNU made a 1.5 match (Yuan 375,000.00) to support the project along with funding from the Foundation of Yuan 250,000.00 (Fall 2011-Fall 2015). (Grant # AHA110004). National Social Science Foundation for Young Scholars of China: A Multidimensional and Integrated View Approach to Chinese Preschool Evaluation. Co-PI with Dr. Kejian Li from ZNU. ZNU made a 1.5 match (Yuan 225,000.00) to support the project along with funding from the Foundation of Yuan 150,000.00 (Fall 2011-Fall 2015). (Grant # CHA110131) International Fellowship Award: Exploring an Effective Model of Training Chinese Early Childhood Teachers and Orphanage Caregivers for Inclusive Practices. (American Association of University Women, 2008-2009, $20,000.00 for one year.) Building a Bridge to Support Highly Qualified Math & Science Middle School Teachers of Students with High Incident Disabilities. Participated in the Grant Writing Team, University of Central Florida (OSEP 325T Grant) (Fall 2007-Spring 2008). Teaching and Research Grant Award: Exploring an Effective Training Model for Teachers of Students with Cognitive Disabilities in China. (Toni Jenning’s Exceptional Education Institute at the University of Central Florida, (2007-2008, $30,000.00 for three years).  INTERNAL SUPPORTReceived:“The Effects of Preschool Program Quality on Children’s Mid- to Long-term Learning and Development Outcomes: A Follow-up Three-year Longitudinal Study检验学前教育质量对儿童中长期学习与发展的影响：三年纵向追踪研究.” (University of Macau Multi-Year Research Grant; MYRG2Ol8-00024-FED) (awarded for 2018-2022 school year). MOP 660,000 Total.“A Longitudinal Study on the Effects of Preschool Program Quality on Children's Learning and Development Outcomes.” (University of Macau Multi-Year Research Grant; MYRG2Ol5-00156-FED) (awarded for 2015-2018 school year). MOP 450,000 each year for three years.“An Investigation of an innovative Professional Development Model and its Effectiveness for Improving Early Childhood Program Quality and Enhancing Children's Learning and Development.” (University of Macau Multi-Year Research Grant; MYRG2Ol5-00157-FED) (awarded for 2015-2018 school year). MOP 450,000 each year for three years.“Defining and Measuring the Quality of Inclusive Preschool Education in Chinese Contexts.” (University of Macau Multi-Year Research Grant; MYRG052(Y1-L2)-FED13-HBY) (awarded for 2013-2015 school year). MOP 180,000 each year for three years. A Start-Up Research Grant from University of Macau (SRG003-FED13-HBY). (Awarded for 2013-2014 school year). MOP 100,000 for one to two years.“A Comparative Study of Chiense and U.S. Kindergarten Mathematics Curricula.” (TCU Research and Creative Activities Fund Grant) (awared for 2011-2012 school year). $2,000 for one year.  “A Comparative Study of Chinese and U.S. Kindergarten Mathematics Curricula.”  (TCU Junior Faculty Summer Research Program)  Awarded $6,000 for  summer 2011.“Investigating the Progress and Challenges in Providing Early Childhood Education to Young Migrant Children in Zhejiang, China: Voices from Teachers and Families.” (TCU Research and Creative Activities Fund Grant) (awared for 2010-2011 school year). $4,000 for one year.  “A Validity Study of the Early Childhood Rating Scale-Revised (ECERS-R) In  China.” (TCU Junior Faculty Summer Research Program)  Awarded $6,000 for    summer 2010.“Graduate Level Mathematics Methods Course & Practicum for Teaching Students with High-incidence Disabilities.” (TCU Instructional Grant) Awarded $3600 for June 1, 2010 through May 31, 2011.

近期论文

DOCTORAL THESIS SUPERVISION2. Yang, Y. (Aug, 2017). Exploring Chinese preschool teachers’ classroom instructional support quality and beliefs about children: A mixed-method approach, Dissertation, University of Macau.1. Wu, Z. (Aug, 2017). Chinese preschool children’s social skills: Its development and associations with teacher-child relationships, Dissertation, University of Macau.REFEREED PUBLICATIONS IN ENGLISH85. Zhang, X., Hu, B., Zhang, L., & Ren, L. (accepted). Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms. Contemporary Educational Psychology.84. Hu, B., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (accepted). The Relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration.83. Hu, B., Johnson G. K., Teo, T., & Wu, Z. (accepted). Relationship between screen time and Chinese children’s development. Journal of Research in Early Childhood Education. 82. Wang, C., Dai, W., Hu B., &Song, Z. (accepted). “Good Job!”: Unpacking praise practices of high- and low-quality early childhood teachers in China. Early Child Development and Care.81. Ren, L., & Hu, B. (accepted). The relative importance of sleep duration and bedtime routines for the social-emotional functioning of Chinese children. The Journal of Developmental & Behavioral Pediatric. (SSCI; IF=2.256; Pediatrics 43/124, Behavioral Sciences 32/51)80. Peyteeoon, E., Hu, B., & Wei, B.(accepted). Teachers’ attitudes and beliefs towards science teaching in Chinese preschools. Australasian Journal of Early Childhood. (SSCI; 2015 IF=0.820; 5Y-IF=0.720; Rank: 195/231)79. Hu, B., Song, Z., Shuang, W., & Locasale-Crouch, J. (2019). Global quality profiles in Chinese early care classrooms: Evidence from the Shandong province. Children and Youth Service Review, 101, 157-164. Doi: https://doi.org/10.1016/j.childyouth.2019.03.056 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)78. Yang, Y.,& Hu, B. (2019). Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis. Teaching and Teacher Education, 80, 1-12. Doi: https://doi.org/10.1016/j.childyouth.2019.03.056 (SSCI; IF=2.411; 5Y-IF=3.218; Rank: 26/231)77. Ren, L., Hu, B., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98, 1-9. Doi: https://doi.org/10.1016/j.childyouth.2018.12.016 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)76. Ren, L., Hu, B., Wu., Z. (2019). Profiles of language skills among Chinese preschoolers: Antecedents and consequences of profile membership. Learning and Individual Differences, 69, 22-32. https://doi.org/10.1016/j.lindif.2018.11.008 (SSCI; IF=1.809; 5Y-IF=2.525; Rank: 22/57)75. Hu, B., Fan, X., Wu, Y., & LoCasale-Crouch, J. (Accepted). Teacher-child interaction quality and Chinese children’s academic and cognitive development: Perspectives from piecewise growth modeling. Early Childhood Research Quarterly (SSCI; IF=2.835; 5Y-IF=3.963; Rank: 31/231)74. Zhang, X., Hu, B., Ren, L., Huo, S., & Wang, M. (2019). Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors. New Directions for Child and Adolescent Development, 163, 9-37. DOI: 10.1002/cad.20271 (SSCI; IF=1.387)73. Hu, B., Fan, X., Wu, Y. & Song, Z. (2019). Teacher-child interaction quality in three-year-old classrooms and children’s academic and social trajectories across preschool years. Early Education and Development, 30(2), 159-177. DOI: 10.1080/10409289.2018.1544809 (SSCI; 2017 IF=1.377; 5Y-IF=1.804; Rank: 72/231)72. Hu, B., Wu, Z., Wu, H., Curby, T., & Zhang, X. (2018). The association between teacher-child interaction quality and reading achievement of Chinese preschool children: The mediating role of attitude toward reading. Learning and Individual Differences, 68, 1-11. DOI: 10.1016/j.lindif.2018.09.004 (SSCI; IF=1.809; 5Y-IF=2.525; Rank: 22/57)71. Hu, B., Johnson G. K., Wu, H., & Fan, X. (2018). Screen time relationship of Chinese parents and their children. Children and Youth Services Review, 94, 659-669. Doi: https://doi.org/10.1016/j.childyouth.2018.09.008 (SSCI; IF=1.684; 5Y-IF=2.138; Rank: 25/43)70. Wang, C. Y., Vong, K., Hu, B. (in press). Re-visiting the teacher-centreness phenomenon: Upon Chinese kindergarten teachers' metaphors of child, teacher, curriculum. Manuscript forthcoming in Pedagogies: An International Journal. 69. Wu, Z., Mak, M., Hu, B., Fan, X., & He, J. (in press). A Validation of the Social Skills Domain of the Social Skills Improvement System-Rating Scales (SSIS-RS) with Chinese Preschoolers. Psychology in the Schools.68. Li, K., Zhang, P., Hu, B., Burchinal, M., Fan, X., & Qin, J. (2018). Testing the 'thresholds' of preschool education quality on child outcomes in China. Early Childhood Research Quarterly, 36, 427–438. doi:10.1016/j.ecresq.2016.01.009 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 31/231)67. Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (accepted pending minor revision). Sources of individual differences in young Chinese children’s reading and mathematics trajectories. Journal of School Psychology. (Impact Factor = 3.000; Q1 in Education & Educational Research & Q1 in Educational Psychology)66. Hu, B., Yang, Y., & Song, Z., Wu, H., & Netzel, J. (2018). Structural and Process Predictors of Chinese Parental Satisfaction toward Early Childhood Education Services. Children and Youth Services Review, 89, 179-187. (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43) 65. Wu, Z., Hu, B., Fan, X., Zhang, X.,&Zhang, J. (2018). The Associations between Social Skills and Teacher-child Relationships: A Longitudinal Study among Chinese Preschool Children. Children and Youth Services Review, 88,582-590. DOI:  10.1016/j.childyouth.2018.03.052. (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43) 64. Yang, Y., Hu, B., Yu, S., & Roberts, S. K. (2018). A qualitative case study of instructional support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction. doi.org/10.1016/j.lcsi.2018.03.003. (SSCI; 2015 IF=0.778; 5Y-IF=0.933; Rank: 139/231). 63. Guo, M., Liu, R., Ding, Y., Hu, B., Zhen, Ru., Liu, Y.,& Jiang, R. (2018). How are extraversion, exhibitionism, and gender associated with posting selfies on WeChat friends' circle in Chinese teenagers? Personality and Individual Differences, 127, 114-116.62. Hu, B., Ren, J., LoCasale-Crouch, J., Roberts, S. K.,Yang, Y., Vong, K. (2018). Chinese kindergarten teachers’ use of instructional strategies during whole-group language lessons. Teaching and Teacher Education, 70, 34-46. (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)61. Zhang, X., Hu, B., Ren, L, & Fan, X. (2017). Contributions of language, spatial, and self-regulation skills to young Chinese children’s competencies in reading, mathematics, and science. Contemporary Educational Psychology, 51, 366-377. (SSCI; 2015 IF=2.492; 5Y-IF=3.738; Rank: 11/57) 60.  Zhang J, Fan X, Cheung SK, Meng Y, Cai Z, Hu, B. (2017). The role of early language abilities on math skills among Chinese children. PLoS ONE 12(7): e0181074. https://doi.org/10.1371/journal.pone.0181074. (SSCI; 2015/16 IF=2.806)59. Hu, B., Fan, X., Wu, Z., LoCasale-Crouch, J., Zhang, J., & Ning, Y. (2017). The relationship between teacher-child interaction quality and children’s cognitive and social skills in Chinese kindergarten classrooms. Children and Youth Services Review, 37, 58-68. (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)58. Hu, B., Zhou, Y., Chen, L., Fan, X., & Winsler, A. (2017). Preschool Expenditures and Chinese Children’s Academic Performance: The Mediating Effect of Teacher-Child Interaction Quality. Early Childhood Research Quarterly, 41, 37-49. doi.org/10.1016/j.ecresq.2017.05.002 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 31/231)57. Hu, B., Mak, M., Zhang, C., Fan, X., & Zhu, J. (2017). Chinese parents’ beliefs about the importance and feasibility of quality early childhood inclusion. International Journal of Disability, Development and Education, 1-20. (SSCI: IF=0.735, 5Y-IF=0.884; Rank: 25/39)56. Gu, C., Song, J., Hao, E., Zhou, Z, Gao, C., Hu, B. (2017). Effects of Realistic Personality, Virtual Personality, and Internet Communication on Social Creativity among Undergraduates: A Serial Mediation Analysis, Social Behavior and Personality, 46(1),39-48. DOI: 10.2224/sbp.6580. (SSCI: IF=0.366)55. Hu, B., Chen, L., & Fan, X. (2017). Profiles of self-reported and observed teacher-child interaction quality and teachers’ professional competence features. Educational Psychology, 37, 58-68. (SSCI; 2015 IF=1.157; 5Y-IF=1.511; Rank: 76/231)54. Hu, B., Zhou, Y., Li, K. (2017). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal, 25(4), 519-540. (SSCI; 2015 IF=0.612; 5Y-IF=0.868; Rank: 161/231)53. He, J., Hu, B., & Fan X. (2017). Q-sort technique. In Virgil Zeigler-Hill and Todd K. Shackelford (Ed.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer Publishing. 52. Hu, B., Fan, X., Wu, Y., & Yang, N. (2017). Are structural quality indicators associated with preschool process quality in China? An exploration of threshold effects. Early Childhood Research Quarterly, 40, 163–173. doi: 10.1016/j.ecresq.2017.03.006 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 31/231)51. Zhou, Y., Li, H., Hu, B., & Li, L. (2017). On the road to universal early childhood education in China: A financial perspective. International Journal of Educational Development, 53, 137–144. doi:10.1016/j.ijedudev.2017.01.004 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 90/231)50. Hu, B., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: The mediating role of teachers’ beliefs about children. Teaching and Teacher Education, 63, 137–147. doi:10.1016/j.tate.2016.12.014 (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)49. Hu, B., Teo, T., Nie, Y., & Wu, Z. (2017). Classroom quality and Chinese preschool children’s approaches to learning. Learning and Individual Differences, 54, 51–59. doi:10.1016/j.lindif.2017.01.007 (SSCI; 2015 IF=1.631; 5Y-IF=2.220; Rank: 22/57)48. Hu, B., Wu, H., Su, X. & Roberts, S. (2017). An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education, 21, 187–204. doi:10.1080/13603116.2016.1193563 (SSCI; 2015 IF=0.696; 5Y-IF=1.145; Rank: 149/231)47. Hu, B., Fuentes, S., Ma, J., Ye, F., & Robert, S. (2017). An examination of the implication of mathematics lessons in a Chinese kindergarten classroom in the setting of standards reform. Journal of Research in Childhood Education, 31(1), 53–70. doi:10.1080/02568543.2016.124458146. Hu, B., Mak, M., Neizel, J., Li, K., & Fan, X. (2016). Predictors of Chinese early childhood program quality: Implications for policies. Children and Youth Services Review, 70, 152–162. doi:10.1016/j.childyouth.2016.09.013 (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)45. Wu, Z., Hu, B., & Fan, X. (2016). Cross-cultural validity of Preschool Learning Behavior Scale in Chinese cultural context. Journal of Psychoeducational Assessment, Advance online publication. doi:10.1177/0734282916651538 (SSCI; 2015 IF=1.000; 5Y -IF=1.563; Rank: 36/57)44. Hu, B., Fan, X., LoCasale-Crouch, J., Cheng, L., & Yang. N. (2016). Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features. Early Childhood Research Quarterly, 37, 58–68. doi:10.1016/j.ecresq.2016.04.002 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 31/231)43. Hu, B., Yang, Y., & Ieong, S. (2016). Chinese urban and suburban parents’ priorities for early childhood education practices: Applying Q-sort methodology. Children and Youth Services Review, 64, 100–109. doi:10.1016/j.childyouth.2016.03.010 (SSCI; 2015 IF=0.969; 5Y-IF=1.521; Rank: 25/43)42. Hu, B., Dieker, L., Yang, Y., & Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39–50. doi:10.1016/j.tate.2016.03.001 (SSCI; 2015 IF=1.823; 5Y-IF=2.198; Rank: 26/231)41. Li, K., Pan, Y., Hu, B., Burchinal, M., De Marco, A., Fan, X., & Qin, J. (2016). Early childhood education quality and child outcomes in China: Evidence from Zhejiang Province. Early Childhood Research Quarterly, 36, 427–438. doi:10.1016/j.ecresq.2016.01.009 (SSCI; IF=2.364; 5Y-IF=3.415; Rank: 31/231)40. Hu, B., Lim, C.,& Boyd, B. (2016). Examining engagement and interaction of children with disabilities in inclusive kindergartens in China. Infants and Young Children, 29(2), 148–163. doi:10.1097/IYC.0000000000000060 (SSCI; 2015 IF=0.587; 5Y-IF=1.051; Rank: 30/39)39. Hu, B., Fan, X., Gu, C., & Yang, N. (2016). Applicability of the Classroom Assessment Scoring System in Chinese preschools based on psychometric evidence. Early Education and Development, 27(5), 714–734. doi:10.1080/10409289.2016.1113069 (SSCI; 2015 IF=1.183; 5Y-IF=1.652; Rank: 72/231)38. Hu, B., Roberts, S., Ieong, S., & Guo, H. (2015). Challenges to early childhood education in rural China: Lessons from the Hebei province. Early Child Development and Care, 186(5), 815–831. doi:10.1080/03004430.2015.1062984 37. Zhang, C., & Hu, B. (2015). Inclusion as an approach and process for promoting acceptance and success: Comparative perspectives between the United States and China. International Journal of Early Childhood Special Education, 7(2), 238–250. doi:10.20489/intjecse.8387036. Hu, B., Vong, K., & Mak, M. (2015). An evaluation of China’s kindergarten quality rating system through the Chinese Early Childhood Environment Rating Scale – the Zhejiang case. Early Years: An International Research Journal, 35, 50–66. doi:10.1080/09575146.2014.97826635. Gu, C., Hu, B., Ngwira, F., Jing, Z., & Zhou, Z. (2015). The effect of general creative personality and freedom of task choice on adolescents’ social creativity. Journal of Creative Behavior, 50(2), 132–149. doi:10.1002/jocb.74 (SSCI; 2015 IF=1.706; 5Y-IF=1.869; Rank: 20/57) 34. Vong, K., Hu, B., &Xia, Y. (2015). Different moves, similar outcomes: A comparison of Chinese and Swedish preschool teacher education programmes and the revisions. Compare: A Journal of Comparative and International education, 45(6), 840–862. doi:10.1080/03057925.2014.929489 (SSCI; 2015 IF=0.802; 5Y-IF=0.672; Rank: 132/231)33. Hu, B., Li, K., De Marco, A. & Chen, Y. (2015). Examining the quality of outdoor play in Chinese kindergartens. International Journal of Early Childhood, 47(1), 53–77. doi:10.1007/s13158-014-0114-9 32. Hu, B., Fan, X., Li, K., & Ieong, S. L. (2015). Why is group teaching so important to Chinese children’s development? Australasian Journal of Early Childhood, 40(1), 4–12. (SSCI; 2015 IF=0.820; 5Y-IF=0.720; Rank: 195/231)31. Hu, B., Vong, K., Chen, Y., & Li, K. (2015). Expert practitioner’s views about the Chinese Early Childhood Environment Rating Scale. European Early Childhood Education Research Journal, 23(2), 229–249. doi:10.1080/1350293X.2014.919779 (SSCI; 2015 IF=0.612; 5Y-IF=0.868; Rank: 161/231)30. Hu, B. (2015). Comparing cultural differences in two quality measures in Chinese kindergartens: The Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System. Compare: A Journal of Comparative and International Education, 45(1), 94‒117. doi:10.1080/03057925.2013.841468 (SSCI; 2015 IF=0.802; 5Y-IF=0.672 ; Rank: 132/231)29. Hu, B., Kong, Z., & Roberts, S. K. (2014). The policies and practice of preschoolers’ outdoor play: A Chinese perspective on greeting the millennium. Childhood Education, 90(3), 202–211. doi:10.1080/00094056.2014.91037828. Li, K., Hu, B., Pan, Y., Qin, J., & Fan, X. (2014). Chinese Early Childhood Environment Rating Scale (trail) (CECERS): A validity study. Early Childhood Research Quarterly, 29(3), 268–282. doi:10.1016/j.ecresq.2014.02.007 (SSCI; 2015 IF=1.730; 5Y-IF=2.913; Rank: 31/231)27. Hu, B., Zhou, Y., Li, K., & Roberts, S. K. (2014). Examining program quality disparities between urban and rural kindergartens in China: Evidence from Zhejiang. Journal of Research in Childhood Education, 28(4), 461–483. doi:10.1080/02568543.2014.944720 26. Chen, D., Hu, B., Fan, X., & Li, K. (2014). Measurement quality of the Chinese Early Childhood Program Rating Scale: An investigation using multivariate generalizability theory. Journal of Psychoeducational Assessment, 32, 236–248. (SSCI; 2015 IF=1.000; 5Y-IF=1.563; Rank: 36/57)25. Hu, B., Zhou, Y., Li, K. (2014). Pinpointing Chinese early childhood teachers’ professional development needs through self-evaluation and external observation of classroom quality. Journal of Early Childhood Teacher Education, 35(1), 54–78. doi:10.1080/10901027.2013.874386 24. Hu, B., & Szente, J. (2014). The impact of semi-public village kindergarten initiatives on migrant children in Zhejiang, China. International Journal of Early Childhood Education and Care, 2, 1–27.23. Hu, B., Fuentes, S., Wang, C., & Ye. F. (2014). A case study of the implementation of Chinese kindergarten mathematics curriculum. International Journal of Science and Mathematics Education, 12(1), 193–217. (SSCI; 2015 IF=1.104; 5Y-IF=1.084; Rank: 83/231)22. Hu, B., & Roberts, S. K. (2013). A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect. International Journal of Educational Development, 33(4), 316–324. doi:10.1016/j.ijedudev.2012.04.006 (SSCI; 2015 IF=1.067; 5Y-IF=1.265; Rank: 90/231 )******Publications above were produced since I joined University of Macau******21. Hu, B., & Li, K. (2012). The quality rating system of Chinese preschool education: Prospects and Challenges. Childhood Education, 88(1) 14–22. doi:10.1080/00094056.2012.64371120. Martin, S., Bai, H., & Hu, B. (2011). Exploring an effective professional development model with special educators in China. Journal of International Special Needs Education, 14(2), 88–98.19. Hunt, J., & Hu, B. (2011). Theoretical factors affecting parental roles in children’s mathematical learning in American and Chinese-born mothers. School Community Journal, 21(2), 119–142.18. Hu, B. (2011). Exploring the cultural relevance of developmentally appropriate practices from the point view of preschool teachers in Beijing. The 2011 Yearbook of the Texas A&M University-Corpus Christi’s Center for Educational Development, Evaluation, and Research, 1–23.17. Zhu, Z., & Hu, B. (2011). San Zi Jing: A Classical Chinese primer. Childhood Education, 87(6), 415–420.16. Hu, B., Robert, S. K., Wang, Y., & Zhao, H (2011). The initiation of early childhood inclusion in China: A case study from Beijing. International Journal of Early Years Education, 19(3), 1–21.15. Hu, B., & Robert, S. K. (2011). When inclusion is innovation: An examination of administrator perspective on inclusion in China. Journal of School Leadership, 21(4), 548–581.14. Hu, B. (2010). Training needs for implementing early childhood inclusion in China. International Journal of Early Childhood Special Education, 2, 12–30. 13. Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. International Journal of Early Childhood, 42, 59–66.12. Hu, B., & Szente, J. (2010). Education of young Chinese migrant children: Challenges and prospects. Early Childhood Education Journal, 37, 477–482.11. Hu. B., & Szente, J. (2009). The care and education of orphan children with disabilities in China: Progress and remaining challenges. Childhood Education, 86(2), 78–86.10. Hu, B., & Szente, J. (2009). Exploring the quality of early childhood education in China: Implications for teacher education. Journal of Early Childhood Teacher Education, 30(3), 247–262.Key Journals in Chinese9. Gu, C., Wang, Y., Wu, C., Xie, X., Cui, C., Wang, Y., Wang, W., Hu, B., & Zhou, Z. (2015). 社会创造性的脑机制：状态与特质的EEG α波活动特点 [Brain correlates underlying social creative thinking: EEG Alpha activity in Trait vs. State Creativity]. Acta Psuchologica Sinica, 47(6), 765–773. (CSSCI; Comprehensive IF=2.544; Combined IF=1.371) 8. Li, A., Su, X., & Hu, B. (2015). 职前教师对早期融合教育理念和实践认识的调查 [Pre-service teachers’ understanding of the concept and practice about early inclusive education]. Chinese Journal of Special Education, 6, 13–17. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680) 7. Li, K., Hu, B., Pan, Y., & Qin, J. (2013). 美国《幼儿学习环境评价量表(修订版)》之中国文化适宜性探索与思考 [Exploring the ECERS-R’s cultural adaptability for early childhood education in China]. Early Childhood Education (Educational Sciences), 637(11), 3–8. (Key journal in Chinese Early Childhood Education)6. Chen, Y., Hu, B., & Li, K. (2013). 幼儿园户外活动质量与儿童动作发展的关系 [The relationship between outdoor plays’ quality and children’s motor development]. Studies in Preschool Education, 220(4), 25–32. (CSSCI; Comprehensive IF=1.100; Combined IF=0.647)5. Hu, B., & Li, K. (2012). 学前融合教育质量：相关概念解析与评价工具的理论构想 [The quality of early childhood inclusive education: Related conceptualizations and the theoretical construction of an evaluation tool]. Chinese Journal of Special Education, 143, 3–7. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)4. Li, K. & Hu, B. (2012). 国际视野中的托幼机构教育质量评价——兼论我国托幼机构教育质量评价观的重构 [On quality evaluation of early childhood programs in the international context and restructuring the related conceptions of our nation]. International and Comparative Education, 270(7), 15–20. (CSSCI; Comprehensive IF=0.856; Combined IF=0.519)******Publications above were produced since I joined University of Macau******3. Hu, B. & Cao, S. (2011). 美国幼儿园社会情绪课程教学策略综述 [A review of social emotional teaching strategies for preschool children in America]. Early Childhood Education (Educational Sciences), 519(7), 84–87. (Key journal in Chinese Early Childhood Education)2. Hu, B. (2010). 幼儿园学习环境质量评估对全纳教育的启示 [The enlightenment of the quality assessment of kindergartens’ learning environments on inclusive education]. Chinese Journal of Special Education, 123(9), 9–15. (CSSCI; Comprehensive IF=1.213; Combined IF=0.680)1. Hu, B., & Zhu, Z. (2009). 美国《幼儿学习环境评量表》及在中国的初步应用 [The early childhood environment rating scale and its initial use in China]. Early Childhood Education (Educational Sciences), 11, 47–51. (Key journal in Chinese Early Childhood Education)MATERIALS UNDER ACTIVE REVIEW18. Hu, B., Alexander, C. R., Wu, H., & Li, Y. (under review). Home-school partnership and Chinese parents’ satisfaction of preschool services: The Moderating effect of childrearing beliefs. Manuscript submitted to Children and Youth Service Review.17. Wang, S., Hu, B., Curby, T., Fan, X. Multiple Evidences on Within-day Stability of Teacher-child Interaction Quality in Chinese Preschool Classrooms (under review). Manuscript submitted to Early Childhood Research Quarterly. 16. Wang, S., & Hu, B. (under review). A New Perspective for Assessing and Improving Teacher-child Interaction Quality in Chinese Preschool. Manuscript submitted to Early Childhood Research Quarterly. 15. Hu, B., Zhang, J., He, J. (2018). Teacher-child relationship and children’s problem behavior. Manuscript submitted to Early Development and Education. 14. Yang, Y., & Hu, B. 提升中国在职幼儿教师培训有效性的三个W——基于有效在职幼儿教师培训研究综述的启示 [Improving the effectiveness of Chinese in-service preschool teacher training through the three Ws: Implications from the literature review of effective studies]. Manuscript submitted for publication.13. Hu, B., Fan, X., Winsler, A., &Wu, Y. (under review). Teacher-child Interaction Quality and Chinese Children’s Approaches to Learning: Perspectives from Piecewise Growth Modeling (under review). Manuscript submitted to Early Education and Development. 12. Wang, S., Hu, B., & Fan, X. (under review). 师幼互动的双因子模型研究：来自CLASS的证据 [A Bifactor Study on Teacher-child Interaction: Evidences from CLASS] Manuscript submitted to Studies on Preschool Education (Chinese) for publication.11. Hu, B., Wu, H., Winsler, A., Fan, X., & Song, Z. (under review). The Effects of Parent Migration on Rural Preschool Children’s Early Academic and Social Skills Trajectories in China. Manuscript submitted to Early Childhood Research Quarterly.10. Wu, Z., Hu, B., Fan, X. (under review). Family Socioeconomic Status and Chinese Preschool Children’s Social Skills: The Role of Maternal Depression, Martial Relationships, and Parenting Practice. Manuscript submitted to International Journal of Family Study.9. Chou,Y., & Hu, B. (under review).  Storybook Reading as a Context for Moral Lessons: Links between Taiwanese Parents’ Moral Teaching and Young Children’s Moral Attributions. Manuscript submitted to Children and Youth Services Review.8. Hu, B., Song, Z., Kong, Z.,& Neitzel, J. (under review). Family Physical Activities Choice, Parental Views of Physical Activities, and Chinese Preschool Children’s Physical Fitness and Motor Development. Manuscript submitted to European Early Childhood Education Research Journal. 7. Zhang, X., Yang, Y., Hu, B., & Ren, L. (under review). Measuring Preschool Children's Affective Attitudes towards Mathematics. Manuscript submitted to Early Childhood Research Quarterly. 6. Zhang, X., Hu, B., & Ren, L. (under review). Parental Involvement in Number Application Activities Predicts Children’s Growth Trajectories of Math Skills from Preschool to Primary School. Manuscript submitted to Journal of School Psychology.5. Pan, Y., Hu, B., Hunt, J., & Wu, Z. (under review). Chinese Mothers’ Beliefs on Children’s Cognitive Development and Their Home Numeracy Experiences. Manuscript submitted to International Journal of Science and Mathematics Education.4. Pan, Y., Hu, B., & Wu, Z. (under review). Chinese Preschool Children's Home Numeracy Experiences and their Mathematical Abilities. Manuscript submitted to Educational Studies in Mathematics.3. Ren, L.; & Hu, B. (under review). SES and Chinese preschoolers' receptive language: Parenting, behavioral regulation, and social skills as mediators. Manuscript submitted to British Journal of Educational Psychology.2. Hu, B., Wu., H., Winsler, A., Kong, Z., & Netzel, J. (under review). Preschool Children’s Physical Well-Being, Executive Functioning and Their Receptive Language, Math, and Science Performance in Kindergarten Year. Manuscript submitted to Early Childhood Research Quarterly. 1. Hu, B., & Lim, C. (2016). Toward a quality preschool inclusion for children with disabilities in China: A qualitative interview study with inclusion directors. Manuscript submitted to Disability & Society. (SSCI; 2015 IF=1.030; 5Y-IF=1.400; Rank: 38/71)PRESENTATIONS AT SCHOLARY MEETINGS27. Hu, B. (June, 2019). How Teacher-child Interaction Quality Influence Children’s Development in Chinese Preschools. Keynote speech presented at The International Forum on the Assessment of Early Childhood Curriculum and Instruction, Hangzhou, China26. Hu, B. (October, 2018). Findings from the First ECE quality and Child outcomes Longitudinal Study in China: Implications for Teacher Education. Keynote speech presented at The Annual Conference of the Teacher Development Division of the China National Early Child Education Research Teacher Development Division, Shenyang, China.25. Hu, B. (July, 2018). Defining and Measuring the Quality of Early Programs for Infants and Toddlers. Keynote speech presented at The Third International Infant Educational Development Summit. Jinan, China.24. Hu, B. (June, 2018). Parent Migration and Longitudinal Trajectories in Academic and Social Skills for Rural Kindergarten Children in China: Are 'left-behind' children really left behind? Paper presented at An International Summit on Cyber-Physical Technologies for Early Childhood Education,Jinan, China.23. Hu, B. (December, 2017). Teacher-child Interaction Quality in Three-year-old Classrooms and Children’s Academic and Social Trajectories across Preschool Years. Paper presented at The Three to Three Conference 2017, San Diego, CA, U.S.22. Hu, B. (January, 2017). Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality. Paper presented at The IAFOR International Conference on Education – Hawaii 2017, Honolulu, Hawaii, U.S.21. Hu, B. (November, 2016). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: The mediating role of teachers’ beliefs about children. Paper presented at National Conference for the Research Association of Chinese Early Childhood Education, Nanjing, CHINA.20. Hu, B. (July, 2016). Profiles of Chinese kindergarten classrooms and associated structural features. Paper presented at International Conference on Early Childhood Education Quality Evaluation and Policy, Beijing, CHINA.19. Hu, B. (July, 2016). Evaluation and improvement of teacher-child interaction quality: Evidence from Guangdong. Paper presented at International Conference on Early Childhood Education Quality Evaluation and Policy, Beijing, CHINA.18. Hu, B. (November, 2015). Why is group teaching so important to Chinese children’s development. Paper presented at National Association for Education of Young Children Annual Conference, Orlando, U.S.17. Hu, B. (March, 2014). Examining program quality disparities between urban and rural kindergartens in China: Evidence from Zhejiang. Paper presented at Association for Childhood Education International Annual Conference, Vancouver, Canada.16. Hu, B., & Chen, Y. (July, 2013). Expert practitioner’s views about the Chinese Early Childhood Programme Rating Scale (CECPRS). Paper presented at OMEP Annual Conference, Shanghai, China.15. Hu, B. (December, 2011). Examining innovation through the views of Chinese directors on the initiation of early childhood inclusion among public kindergartens. Paper presented at 2011 TERA International Conference on Education: Imagination and Creativity Wellspring and Streams of Education, National Sun Yat-sen University, Kaohsiung, Taiwan.14. Hu, B. (April, 2011). The initiation of early childhood inclusion in China: A case study from Beijing. Paper presented at Association for Childhood Education International Annual Conference, New Orleans, Louisiana.13. Hu, B. (January, 2011). San Zi Jing: A classical Chinese primer. Paper presented at the 2011 Texas Association for Childhood Education International Annual Conference, San Antonio, Texas.12. Hu, B. (July, 2010). How to Initiate Chinese preschool inclusion: Our roles and responsibilities. Paper presented at the Annual Faculty Research Conference of Zhejiang Normal University, Hangzhou Teachers’ College for Preschool Education, Hangzhou, China.11. Hu, B. (April, 2010). Exploring the quality of early childhood education in China to support inclusion. Paper presented at the 2010 Council for Exceptional Children Convention and Expo, Nashville, Tennessee.10. Hu, B. (February, 2010). A comparative qualitative study of American and immigrant Chinese parents and their children’s mathematics learning: The impact of culture, beliefs, and efficacy on parental roles in mathematics. Paper presented at the 11th International Conference on Parent Education, Denton, TX.9. Hu, B. (February, 2009). The initiation of early childhood inclusive education in China – A pilot project in Beijing. Paper presented at the 13th Holmes Partnership Annual Conference, Jacksonville, FL.8. Hu, B. (February, 2008). Supporting and empowering Chinese special education teachers. Paper presented at American Association of Colleges for Teacher Education, New Orleans, LA.7. Hu, B. (January, 2008). Exploring an effective model of training early childhood teachers for inclusive practices – A Chinese perspective. Paper presented at the 12th Holmes Partnership Annual Conference, Orlando, FL.6. Camacho, M., Hu, B., & Marrett, C. (January 2008). Partnering to increase educational equity and access among minority groups. Paper presented at the 12th Holmes Partnership Annual Conference, Orlando, FL.5. Christner, B., Hu, B., Whitby, P., & Rosenblat, K. (January 2008). Parents’ knowledge and perceptions of their child’s individual education program. Paper presented at the First Annual Faculty and Student Research Poster Symposium at UCF College of Education, Orlando, FL.4. Hu, B., & Martin, S. (November 2007). Exploring an effective training model for teachers of students wi