Runke Huang
Biographic Data
| ID | 5706415 |
|---|---|
| NAME | Runke Huang |
| GIVEN NAMES | Runke |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG R |
| AFFILIATIONS | Chinese University of Hong Kong, Shenzhen |
| ORCID | 0000-0001-9126-8405 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Emotion Regulation Difficulties and Depressive Symptoms among Chinese Preschool Teachers
Exploring the associations among Chinese kindergartners between social-emotional development and behavioral and academic adjustment
Quality in Chinese Preschool Classrooms
Research Findings: Process quality, reflecting teacher instructional methodologies and teacher-child interactional quality, directly impacts child outcomes and has become a focal point as early childhood education and care (ECEC) programs expand globally. This expansion underscores the urgency of establishing suitable structural and professional standards. To contribute to this discourse, this study aims to investigate the structural influencing …
Emotional labour and job burnout among Chinese preschool teachers
Fostering social–emotional competence in early childhood
BACKGROUND: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains. AIMS: To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive func…
Promoting Teaching and Learning Through Research-Informed Professional Development
The fragmented provision of training for early childhood educators has highlighted the imperative need for research-informed professional development (PD) programmes to enhance educator professionalism. This study evaluates the effectiveness of a research-informed in-service PD programme—“Leadership for Learning”—through cluster randomised controlled trials in Australia and China. In Australia, the study involved 83 early-years services, and 1346…
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality
This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-le…
Promoting effective teaching and learning through a professional development program
Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation
Research Findings: Self-regulation is an important determinant of children’s developmental outcomes, but little research has explored its different facets simultaneously. This study aims to explore a sample of Chinese children’s behavioral, cognitive and emotional self-regulation characteristics by examining their gender and age differences, associations with academic outcomes and the moderating effects of age and gender on these associations. Re…
Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality
Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social–emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3–5 years old) in China in 2020. Multilevel latent prof…
Preparing to be future early childhood teachers
Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated …
Training teacher‐researchers through online collective academic supervision
Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) …
Operationalizing Bronfenbrenner’s PPCT Model in Researching Human Development
On the road to participatory pedagogy
On the road to participatory pedagogy
Operationalizing Bronfenbrenner’s PPCT Model in Researching Human Development
Training teacher‐researchers through online collective academic supervision
Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) …
Preparing to be future early childhood teachers
Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated …
Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation
Research Findings: Self-regulation is an important determinant of children’s developmental outcomes, but little research has explored its different facets simultaneously. This study aims to explore a sample of Chinese children’s behavioral, cognitive and emotional self-regulation characteristics by examining their gender and age differences, associations with academic outcomes and the moderating effects of age and gender on these associations. Re…
Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality
Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social–emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3–5 years old) in China in 2020. Multilevel latent prof…
Promoting Teaching and Learning Through Research-Informed Professional Development
The fragmented provision of training for early childhood educators has highlighted the imperative need for research-informed professional development (PD) programmes to enhance educator professionalism. This study evaluates the effectiveness of a research-informed in-service PD programme—“Leadership for Learning”—through cluster randomised controlled trials in Australia and China. In Australia, the study involved 83 early-years services, and 1346…
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality
This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-le…
Promoting effective teaching and learning through a professional development program
Quality in Chinese Preschool Classrooms
Research Findings: Process quality, reflecting teacher instructional methodologies and teacher-child interactional quality, directly impacts child outcomes and has become a focal point as early childhood education and care (ECEC) programs expand globally. This expansion underscores the urgency of establishing suitable structural and professional standards. To contribute to this discourse, this study aims to investigate the structural influencing …
Emotional labour and job burnout among Chinese preschool teachers
Fostering social–emotional competence in early childhood
BACKGROUND: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains. AIMS: To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive func…
Emotion Regulation Difficulties and Depressive Symptoms among Chinese Preschool Teachers
Exploring the associations among Chinese kindergartners between social-emotional development and behavioral and academic adjustment
Psychology (11 works) · Early Childhood Education and Development (9 works) · Developmental psychology (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Teacher Education and Leadership Studies (5 works) · Early childhood (4 works) · Child development (3 works) · Computer Science (3 works) · Educational and Psychological Assessments (3 works)