Songtian Zeng
Biographic Data
| ID | 6528310 |
|---|---|
| NAME | Songtian Zeng |
| GIVEN NAMES | Songtian |
| FAMILY NAME | Zeng |
| SIGNATURE | ZENG S |
| AFFILIATIONS | University of Massachusetts Boston |
| ORCID | 0000-0003-2215-2024 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Under the Radar
Informal removal—defined as excluding a child from the classroom without formal documentation—remains an underexamined disciplinary practice in early care and education (ECE). Using data from the 2019 National Survey of Early Care and Education (NSECE), this study found that 47.7% of ECE educators reported asking a parent to pick up a child early due to behavioral issues within the past year. Rates of informal removal differed significantly by ed…
Associations of ACEs with Bully Perpetration among Chinese Kindergarten Children
Scalability of Leadership Development Program in a State Professional Development System
Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change (LFC) was intentionally designed to provide scalable, affordable, and accessible leadership development opportunities for early educators from diverse…
Head Start Teachers’ Perceptions About Problem Behaviors and Social-Emotional Competence
How teachers perceive problem behaviors of young children has significant implications for disproportionate discipline practices. The purpose of this study was to identify factors associated with teachers’ perceptions of children’s social skills and problem behaviors. We conducted weighted descriptive analysis and hierarchical linear modeling with the 2014 head Start Family and Child Experiences Survey data. Research Findings: Teachers might perc…
Parental relationships and the social emotional and behavioral problem of children in China
Pathways from marital relationships to children's social-emotional development in Korea
Systematic review of single case design meta‐analyses for school‐age students with autism spectrum disorders
Although numerous meta‐analyses of single‐case design (SCD) research have been published, no systematic review has been conducted to holistically reveal the trends in content focus, and the state‐of‐the‐art practices in conducting SCD meta‐analyses for school‐aged students with autism spectrum disorder (ASD). This study synthesized the intervention/practices and participant characteristics, and identified the trends and limitations in previous SC…
Mother-father relationships and child social-emotional adjustment
Systematic review of single case design meta‐analyses for school‐age students with autism spectrum disorders
Although numerous meta‐analyses of single‐case design (SCD) research have been published, no systematic review has been conducted to holistically reveal the trends in content focus, and the state‐of‐the‐art practices in conducting SCD meta‐analyses for school‐aged students with autism spectrum disorder (ASD). This study synthesized the intervention/practices and participant characteristics, and identified the trends and limitations in previous SC…
Mother-father relationships and child social-emotional adjustment
Pathways from marital relationships to children's social-emotional development in Korea
Parental relationships and the social emotional and behavioral problem of children in China
Scalability of Leadership Development Program in a State Professional Development System
Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change (LFC) was intentionally designed to provide scalable, affordable, and accessible leadership development opportunities for early educators from diverse…
Head Start Teachers’ Perceptions About Problem Behaviors and Social-Emotional Competence
How teachers perceive problem behaviors of young children has significant implications for disproportionate discipline practices. The purpose of this study was to identify factors associated with teachers’ perceptions of children’s social skills and problem behaviors. We conducted weighted descriptive analysis and hierarchical linear modeling with the 2014 head Start Family and Child Experiences Survey data. Research Findings: Teachers might perc…
Under the Radar
Informal removal—defined as excluding a child from the classroom without formal documentation—remains an underexamined disciplinary practice in early care and education (ECE). Using data from the 2019 National Survey of Early Care and Education (NSECE), this study found that 47.7% of ECE educators reported asking a parent to pick up a child early due to behavioral issues within the past year. Rates of informal removal differed significantly by ed…
Associations of ACEs with Bully Perpetration among Chinese Kindergarten Children
Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Developmental psychology (5 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Behavioral and Psychological Studies (2 works) · Bullying, Victimization, and Aggression (2 works) · Computer Science (2 works) · Coparenting (2 works) · Early childhood education (2 works)