Tzu-Jung Lin

Dados Biográficos

ID4420257
NOMETzu-Jung Lin
PRENOMESTzu-Jung
SOBRENOMELin
ASSINATURALIN T
AFILIAÇÕESThe Ohio State University
VERIFICADONão
TOTAL DE OBRAS21
TOTAL DE CITAÇÕES10
TOTAL COMO AUTOR21
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2016
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H1

  • Aspects of the social construction of causal reasoning

    Shufeng Ma, Richard C Anderson et al.ARTICLEJournal of the Learning Sciences2026

    Background The value of causal reasoning is widely appreciated by educators, yet little research has been dedicated to determining how it develops in social contexts. This study examined children’s construction of causal reasoning during collaborative discussions in elementary school classrooms and investigated whether they were able to transfer causal reasoning displayed during the discussions to individual tasks.Methods Multilink causal chain m…

  • Associations of distal elementary school characteristics with prekindergarten student

    Open AccessMary Bratsch-Hines, Laura Kuhn et al.ARTICLEJournal of Applied Developmental…2026Referências: 55

  • Media Use in Daily Routines and Young Children’s Social Skills

    Nan Xiao, Rebecca A Dore et al.ARTICLEEarly Education and Development2025

    Research Findings: The current study examined (1) whether children’s media use during afterschool or bedtime routines, beyond their total media use, contributes uniquely to their peer social skills, and (2) whether joint media engagement serves as a protective factor for any negative associations between media use in daily routines and peer social skills. The study followed 459 children in a Midwestern U.S. state from kindergarten to Grade 1. Tea…

  • Exploring children's naturalistic educational media use

    Open AccessRebecca A Dore, Kelly M Purtell et al.ARTICLEJournal of Applied Developmental…2025Referências: 46

    Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to fiv…

  • Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions

    Open AccessManisha Nagpal, T J Lin et al.ARTICLEInstructional Science2025Referências: 69

    This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…

  • Making immersive storytelling accessible

    Open AccessIrina Kuznetcova, Shantanu Tilak et al.ARTICLEConvergence The International…2025Referências: 56

    Immersive storytelling (IST) is usually conceptualized within the framework of technologically immersive tools such as virtual, augmented, and mixed reality. While these tools offer some unique features (such as visual fidelity, interactivity, and embodied, first-person perspective), their level of technological immersion (based on the system’s objective qualities) might not directly translate to the psychological immersion experienced by the use…

  • Classroom social network antecedents of relational aggression and victimization for kindergarten children

    Open AccessNan Xiao, Tzu-Jung Lin et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 1

  • Associations between school characteristics and learning gains for pre-K attenders and non-attenders

    Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 1

  • Big little leap

    Open AccessJing Sun, Laura M Justice et al.ARTICLEEarly Childhood Research Quarterly2023Referências: 13

  • The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion

    Open AccessZiye Wen, T J Lin et al.ARTICLEThe Journal of Early Adolescence2023Citada por: 1Referências: 9

    The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …

  • Academics of the Early Primary Grades

    Laura M Justice, Hui Jiang et al.ARTICLEEarly Education and Development2022

    Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers’ grouping practices, academic content, and pedagogical methods given their importance for students’ learning. Variable- and person-centered analyses examined these practices for a sample of 1,095 students in 179 pre-K through third-grade classrooms.…

  • Parent time investments in their children's learning during a policy-mandated shutdown

    Open AccessB Singletary, Laura M Justice et al.ARTICLEEarly Childhood Research Quarterly2022Citada por: 1Referências: 7

  • Pathways to Kindergarten

    Open AccessNathan Helsabeck, Jessica A R Logan et al.ARTICLEEarly Education and Development2021

    Research Findings Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child’s early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children’s ECEC experiences using a latent class analysis. Once identified, profile membership was included as an independent variable in a multilevel model to predict…

  • Profiles of Preschool Attendance and Children’s Kindergarten Readiness

    Anna Rhoad‐Drogalis, Laura M Justice et al.ARTICLEEarly Education and Development2021

    Research Findings: The amount of time and type of program that children experience in early childhood settings may be associated with children’s kindergarten-entry skills, or kindergarten readiness. Taking a person-centered perspective, in the present study, we examined the extent to which reliable and unique profiles of early childhood experiences among a heterogeneous group of preschool children could be identified (N = 422). Based on parent re…

  • A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary

    Open AccessMing-Yi Hsieh, T J Lin et al.ARTICLEInternational Journal of…2021

  • Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

    Open AccessJing Chen, Laura M Justice et al.ARTICLEChild Development2020

    This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children wi…

  • Pros and (con)flict

    Open AccessMaureen J Myrtil, T J Lin et al.ARTICLEEarly Childhood Research Quarterly2020Citada por: 1Referências: 7

  • Prevalence and prediction of kindergarten-transition difficulties

    Open AccessHui Jiang, Laura M Justice et al.ARTICLEEarly Childhood Research Quarterly2020Citada por: 1Referências: 7

  • Children's Productive Use of Academic Vocabulary

    Shufeng Ma, Jie Zhang et al.ARTICLEDiscourse Processes2017Citada por: 1Referências: 46

    Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to dest…

  • Peer interaction in rural preschool classrooms

    Open AccessT J Lin, Tzu-Jung Lin et al.ARTICLEEarly Childhood Research Quarterly2016Citada por: 4Referências: 15

  • Improving Children’s Competence as Decision Makers

    Open AccessXin Zhang, Zhang Xin et al.ARTICLEAmerican Educational Research…2016Citada por: 1Referências: 51

    This research examined the influence of contrasting instructional approaches on children’s decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children’s essays on…