Ching‐Ting Hsin
Biographic Data
| ID | 5972573 |
|---|---|
| NAME | Ching‐Ting Hsin |
| GIVEN NAMES | Ching‐Ting |
| FAMILY NAME | Hsin |
| SIGNATURE | HSIN C T |
| AFFILIATIONS | National Tsing Hua University |
| ORCID | 0000-0002-8880-2571 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sentiment analysis of kindergarteners’ science conversations in project-based classrooms
Introduction This study explored the use of sentiment analysis to examine the sentiments expressed by kindergarten teachers and children in project-based science classrooms. By analyzing classroom conversations between teachers and children, we aimed to understand their sentiment responses with teachers' use of different instructional strategies and children's engagement in different scientific practices. Methods The study involved four kindergar…
The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project
This mixed‐methods study explored the intertwined development of Atayal oral language, emergent reading‐like behaviors, and cultural identity for 28 Indigenous preschoolers (average age 4.11 years) during a year‐long book project. Eight early childhood and Atayal language teachers from two classrooms implemented bilingual books at two levels of difficulty. Each level was used for a semester. Pre‐project, mid‐project and post‐project assessments r…
Teaching and learning indigenous languages
This study drew on two case studies to explore the implementation of the Atayal Indigenous book program in Taiwan. Eight teachers from two focal classrooms were invited to use dual language books featuring recurring grammatical structures to help young children learn the Atayal language. This study’s purpose was to explore the instructional strategies teachers used and the contribution of the book project to children’s Atayal language learning. T…
Creating books and sustaining Indigenous languages with two Atayal communities
This article explores a collaboration designed to support two Indigenous Taiwanese communities to combat language loss and promote Indigenous language literacy. Rather than relying on expert knowledge of literacy and language scholars, we have intentionally sought local knowledge to design and create books that introduce young children to simple phrases and basic conversational vocabulary in Atayal language. To do this, we engaged in a series of …
Fostering young children’s scientific practices in urban and Indigenous areas
Science teaching in kindergartens
Recently, much importance has been placed on early science education. This study examined the associations between kindergarten teachers' science teaching self-efficacy, outcome expectations, and their integration of science into teaching, and investigated how four potential factors (i.e. mastery experience, interpersonal support, previous science learning experience, and perceptions of the importance of science) predict kindergarten teachers' se…
Literacy and Identity Development of Indigenous Rukai Children
This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who liv…
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Literacy and Identity Development of Indigenous Rukai Children
This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who liv…
Science teaching in kindergartens
Recently, much importance has been placed on early science education. This study examined the associations between kindergarten teachers' science teaching self-efficacy, outcome expectations, and their integration of science into teaching, and investigated how four potential factors (i.e. mastery experience, interpersonal support, previous science learning experience, and perceptions of the importance of science) predict kindergarten teachers' se…
Fostering young children’s scientific practices in urban and Indigenous areas
Teaching and learning indigenous languages
This study drew on two case studies to explore the implementation of the Atayal Indigenous book program in Taiwan. Eight teachers from two focal classrooms were invited to use dual language books featuring recurring grammatical structures to help young children learn the Atayal language. This study’s purpose was to explore the instructional strategies teachers used and the contribution of the book project to children’s Atayal language learning. T…
Creating books and sustaining Indigenous languages with two Atayal communities
This article explores a collaboration designed to support two Indigenous Taiwanese communities to combat language loss and promote Indigenous language literacy. Rather than relying on expert knowledge of literacy and language scholars, we have intentionally sought local knowledge to design and create books that introduce young children to simple phrases and basic conversational vocabulary in Atayal language. To do this, we engaged in a series of …
Sentiment analysis of kindergarteners’ science conversations in project-based classrooms
Introduction This study explored the use of sentiment analysis to examine the sentiments expressed by kindergarten teachers and children in project-based science classrooms. By analyzing classroom conversations between teachers and children, we aimed to understand their sentiment responses with teachers' use of different instructional strategies and children's engagement in different scientific practices. Methods The study involved four kindergar…
The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project
This mixed‐methods study explored the intertwined development of Atayal oral language, emergent reading‐like behaviors, and cultural identity for 28 Indigenous preschoolers (average age 4.11 years) during a year‐long book project. Eight early childhood and Atayal language teachers from two classrooms implemented bilingual books at two levels of difficulty. Each level was used for a semester. Pre‐project, mid‐project and post‐project assessments r…
Indigenous (5 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Sociology (4 works) · Literacy (3 works) · Literacy, Media, and Education (3 works) · Mathematics education (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Teaching method (3 works)