Jennifer J Chen
Biographic Data
| ID | 4227008 |
|---|---|
| NAME | Jennifer J Chen |
| GIVEN NAMES | Jennifer J |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN J J |
| AFFILIATIONS | Kean University |
| ORCID | 0000-0003-3181-0033 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Mapping the Global State of AI Curricula in Early Childhood Education: A Scoping Study
Research Findings: This scoping study examined the global state of artificial intelligence (AI) curricula in early childhood education (ECE) for young children (ages 3–8). Nine studies from four regions met the inclusion criteria, with research conducted primarily in the United States, followed by China. Across these studies, all 10 traditional curriculum elements proposed by van den Akker were evident, either explicitly or inferentially. A typol…
The grass is greener where you water it: Nurturing relationships and witnessing learning as sources of teacher joy amidst stress for early childhood teachers in the United States
Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens
Research Findings: This study employed a mixed-methods approach to examine how kindergarten teachers in China stimulate literal and inferential responses during block play. The quantitative study analyzed interactions in 17 randomly sampled classrooms from Guangzhou, observing one teacher per classroom. Using visual recording and non-participatory observation, we found four key results from ANOVA analyses: (1) teachers produced more utterances (n…
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching: A Study of Early Childhood Teachers in the United States
A survey-based study of 117 early childhood teachers in the United States revealed factors predicting teacher thriving and thoughts about quitting teaching amidst stress. Two groups were more likely to thrive: (1) minority teachers, and (2) teachers with higher job satisfaction. Three groups were more likely to have thoughts about quitting: (1) those teaching children from predominantly low-income backgrounds, (2) those dissatisfied with their sa…
Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education
Considering that early literacy (reading and writing) is critical for later literacy and academic success, this study investigated the social and contextual influences on the early and current literacy experiences of 70 preservice early childhood teachers in the United States through a questionnaire. Analyses of both quantitative and qualitative data revealed eight key findings: First, the strongest influence on these individuals’ early literacy …
Neoliberalism and neocolonialism in the mix: Evidence of glocalization in the globalization–localization dynamics of early childhood practices in Hong Kong
Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach ( *Chen et al., 2017 ). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the implementability of the imported “foreign” practices by Hong Kong kindergarten teachers (teaching c…
Artificial intelligence as a double-edged sword: Wielding the Power principles to maximize its positive effects and minimize its negative effects
Advances in artificial intelligence (AI) over the last few decades are transforming the world, pervading nearly all sectors of society, including education, and many aspects of life. In the education discourse, interest in artificial intelligence has sparked various reactions and controversies—everything from appreciation for AI's capabilities to make teaching and student learning more efficient and effective to apprehension about their potential…
In search of silver linings in teaching during Covid-19: The perspectives of early childhood teachers in the United States
This study sought to explore the potential silver linings that early childhood teachers in the United States might find amidst the teaching-related challenges and stress arising from the unconventional teaching necessitated by COVID-19. The participants consisted of 15 early childhood teachers teaching in preschool−3rd grade during the 2020–2021 school year. These teachers (ages 24–45 years, M = 32 years) had one to 10 years of teaching experienc…
Learning gain rather than learning loss during Covid-19: A proposal for reframing the narrative
“Learning loss” has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during …
Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research
Research Findings: While leadership is not a novel concept, child leadership is still an under-cultivated field. Despite nearly nine decades of research on play leadership in preschool children, there still remains a paucity of empirical studies examining this developmental area, especially considering that leadership in the preschool years is an essential aspect of social competence. To ascertain the current state of knowledge concerning child l…
Self-compassion as key to stress resilience among first-year early childhood teachers during Covid-19: An interpretative phenomenological analysis
Cultural-Developmental Perspective: Chinese Immigrant Students’ Academic Achievement Motivation as an Illustrative Example
In this article, I present research evidence corroborating that students of Chinese descent are a high-achieving clique compared to other ethnic and cultural groups. A prominent explanation invokes cultural values highly emphasized in Chinese societies, especially those focusing on filial piety and educational achievement. However, for Chinese immigrant adolescents exposed to another cultural model and undergoing developmental changes, the motiva…
A Comparative Study on Parenting of Preschool Children Between the Chinese in China and Chinese Immigrants in the United States
The goal of this questionnaire-based study was to compare the relative endorsement of specific parenting patterns among two ethnic Chinese groups rearing preschool children: Chinese parents in China ( N = 117) and first-generation Chinese immigrant parents in the United States ( N = 94). A significant interaction effect was found between country and gender on the nonreasoning/punitive dimension of authoritarian parenting, revealing that Chinese f…
The Mediating Role of Perceived Parental Warmth and Parental Punishment in the Psychological Well-Being of Children in Rural China
Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement: The Mediating Role of Academic Engagement
The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and tea…
The Mediating Role of Perceived Parental Warmth and Parental Punishment in the Psychological Well-Being of Children in Rural China
Self-compassion as key to stress resilience among first-year early childhood teachers during Covid-19: An interpretative phenomenological analysis
A Comparative Study on Parenting of Preschool Children Between the Chinese in China and Chinese Immigrants in the United States
The goal of this questionnaire-based study was to compare the relative endorsement of specific parenting patterns among two ethnic Chinese groups rearing preschool children: Chinese parents in China ( N = 117) and first-generation Chinese immigrant parents in the United States ( N = 94). A significant interaction effect was found between country and gender on the nonreasoning/punitive dimension of authoritarian parenting, revealing that Chinese f…
Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement: The Mediating Role of Academic Engagement
The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and tea…
The Mediating Role of Perceived Parental Warmth and Parental Punishment in the Psychological Well-Being of Children in Rural China
A Comparative Study on Parenting of Preschool Children Between the Chinese in China and Chinese Immigrants in the United States
The goal of this questionnaire-based study was to compare the relative endorsement of specific parenting patterns among two ethnic Chinese groups rearing preschool children: Chinese parents in China ( N = 117) and first-generation Chinese immigrant parents in the United States ( N = 94). A significant interaction effect was found between country and gender on the nonreasoning/punitive dimension of authoritarian parenting, revealing that Chinese f…
Cultural-Developmental Perspective: Chinese Immigrant Students’ Academic Achievement Motivation as an Illustrative Example
In this article, I present research evidence corroborating that students of Chinese descent are a high-achieving clique compared to other ethnic and cultural groups. A prominent explanation invokes cultural values highly emphasized in Chinese societies, especially those focusing on filial piety and educational achievement. However, for Chinese immigrant adolescents exposed to another cultural model and undergoing developmental changes, the motiva…
Self-compassion as key to stress resilience among first-year early childhood teachers during Covid-19: An interpretative phenomenological analysis
Learning gain rather than learning loss during Covid-19: A proposal for reframing the narrative
“Learning loss” has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during …
Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research
Research Findings: While leadership is not a novel concept, child leadership is still an under-cultivated field. Despite nearly nine decades of research on play leadership in preschool children, there still remains a paucity of empirical studies examining this developmental area, especially considering that leadership in the preschool years is an essential aspect of social competence. To ascertain the current state of knowledge concerning child l…
Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education
Considering that early literacy (reading and writing) is critical for later literacy and academic success, this study investigated the social and contextual influences on the early and current literacy experiences of 70 preservice early childhood teachers in the United States through a questionnaire. Analyses of both quantitative and qualitative data revealed eight key findings: First, the strongest influence on these individuals’ early literacy …
Neoliberalism and neocolonialism in the mix: Evidence of glocalization in the globalization–localization dynamics of early childhood practices in Hong Kong
Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach ( *Chen et al., 2017 ). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the implementability of the imported “foreign” practices by Hong Kong kindergarten teachers (teaching c…
Artificial intelligence as a double-edged sword: Wielding the Power principles to maximize its positive effects and minimize its negative effects
Advances in artificial intelligence (AI) over the last few decades are transforming the world, pervading nearly all sectors of society, including education, and many aspects of life. In the education discourse, interest in artificial intelligence has sparked various reactions and controversies—everything from appreciation for AI's capabilities to make teaching and student learning more efficient and effective to apprehension about their potential…
In search of silver linings in teaching during Covid-19: The perspectives of early childhood teachers in the United States
This study sought to explore the potential silver linings that early childhood teachers in the United States might find amidst the teaching-related challenges and stress arising from the unconventional teaching necessitated by COVID-19. The participants consisted of 15 early childhood teachers teaching in preschool−3rd grade during the 2020–2021 school year. These teachers (ages 24–45 years, M = 32 years) had one to 10 years of teaching experienc…
Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens
Research Findings: This study employed a mixed-methods approach to examine how kindergarten teachers in China stimulate literal and inferential responses during block play. The quantitative study analyzed interactions in 17 randomly sampled classrooms from Guangzhou, observing one teacher per classroom. Using visual recording and non-participatory observation, we found four key results from ANOVA analyses: (1) teachers produced more utterances (n…
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching: A Study of Early Childhood Teachers in the United States
A survey-based study of 117 early childhood teachers in the United States revealed factors predicting teacher thriving and thoughts about quitting teaching amidst stress. Two groups were more likely to thrive: (1) minority teachers, and (2) teachers with higher job satisfaction. Three groups were more likely to have thoughts about quitting: (1) those teaching children from predominantly low-income backgrounds, (2) those dissatisfied with their sa…
Mapping the Global State of AI Curricula in Early Childhood Education: A Scoping Study
Research Findings: This scoping study examined the global state of artificial intelligence (AI) curricula in early childhood education (ECE) for young children (ages 3–8). Nine studies from four regions met the inclusion criteria, with research conducted primarily in the United States, followed by China. Across these studies, all 10 traditional curriculum elements proposed by van den Akker were evident, either explicitly or inferentially. A typol…
The grass is greener where you water it: Nurturing relationships and witnessing learning as sources of teacher joy amidst stress for early childhood teachers in the United States
Psychology (14 works) · Developmental psychology (9 works) · Early Childhood Education and Development (9 works) · Pedagogy (6 works) · Sociology (6 works) · Early childhood education (5 works) · Social Psychology (5 works) · Child Development and Digital Technology (4 works) · Mathematics education (4 works) · Parental Involvement in Education (4 works)