Wu-Ying Hsieh
Biographic Data
| ID | 6529600 |
|---|---|
| NAME | Wu-Ying Hsieh |
| GIVEN NAMES | Wu-Ying |
| FAMILY NAME | Hsieh |
| SIGNATURE | HSIEH W |
| AFFILIATIONS | University of Northern Iowa |
| ORCID | 0000-0001-8153-0203 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics
Research Findings: This study explored the mathematical belief profiles of Chinese early childhood teachers and examined the associations with teacher characteristics. A total of 391 teachers completed the Early Childhood Teacher Mathematical Belief Scale, of which 36 teachers were interviewed to provide further information. The latent profile analysis identified three distinct mathematical belief profiles: (1) Constructivist profile, (2) Mixed h…
Play-based parent training programme supporting Hong Kong kindergarten children in social competence development
It is vital to foster children’s ability to cooperate with others, communicate effectively, and exercise self-control. These competencies represent a set of transferrable skills required in many aspects of daily life and along any career path. In Hong Kong, a play-based training programme was launched to support parents to target these areas of social competence. The programme taught 414 parents to use group games that foster social skills develo…
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
In China, a shift in early math teaching from a teacher-directed approach to a child-centered approach has been recommended. This study explored Chinese teachers’ beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zhejiang province, participated in this study. The results of a questionnaire-based survey indicated that…
Taiwanese first-grade teachers' perceptions of inclusive education
This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in gen…
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Taiwanese first-grade teachers' perceptions of inclusive education
This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in gen…
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies
Taiwanese first-grade teachers' perceptions of inclusive education
This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in gen…
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
In China, a shift in early math teaching from a teacher-directed approach to a child-centered approach has been recommended. This study explored Chinese teachers’ beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zhejiang province, participated in this study. The results of a questionnaire-based survey indicated that…
Play-based parent training programme supporting Hong Kong kindergarten children in social competence development
It is vital to foster children’s ability to cooperate with others, communicate effectively, and exercise self-control. These competencies represent a set of transferrable skills required in many aspects of daily life and along any career path. In Hong Kong, a play-based training programme was launched to support parents to target these areas of social competence. The programme taught 414 parents to use group games that foster social skills develo…
Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics
Research Findings: This study explored the mathematical belief profiles of Chinese early childhood teachers and examined the associations with teacher characteristics. A total of 391 teachers completed the Early Childhood Teacher Mathematical Belief Scale, of which 36 teachers were interviewed to provide further information. The latent profile analysis identified three distinct mathematical belief profiles: (1) Constructivist profile, (2) Mixed h…
Pedagogy (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Early childhood (3 works) · Early childhood education (3 works) · Early Childhood Education and Development (3 works) · Medicine (3 works) · Child Development and Digital Technology (2 works) · Cognitive and developmental aspects of mathematical skills (2 works)