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All Outputs (44)

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

Men in early childhood education and care: on navigating a gendered terrain (2022)
Journal Article
Bhana, D., Moosa, S., Xu, Y., & Emilsen, K. (2022). Men in early childhood education and care: on navigating a gendered terrain. European Early Childhood Education Research Journal, 30(4), 543-556. https://doi.org/10.1080/1350293X.2022.2074070

Globally, the underrepresentation of men in the Early Childhood Education and Care (ECEC) workforce is ongoing and has been largely attributed to the construction of ECEC as ‘women’s work’. Men’s involvement in ECEC can help to deconstruct the femini... Read More about Men in early childhood education and care: on navigating a gendered terrain.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective (2022)
Journal Article
Liu, D., Xu, Y., Zhao, T., & Che, S. (2022). Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective. Frontiers in Psychology, 13, Article 859240. https://doi.org/10.3389/fpsyg.2022.859240

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with con... Read More about Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China (2022)
Journal Article
Xu, Y., Schweisfurth, M., & Read, B. (2022). Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), 345-363. https://doi.org/10.1080/03050068.2022.2062950

At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contr... Read More about Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China.

Infantographies (2021)
Journal Article
Tesar, M., Guerrero, M. R., Anttila, E., Newberry, J., Hellman, A., Wall, J., Santiago-Saamong, C. R., Bodén, L., Yu, H., Nanakida, A., Diaz-Diaz, C., Xu, Y., Trnka, S., Pacini-Ketchabaw, V., Nxumalo, F., Millei, Z., Malone, K., & Arndt, S. (2021). Infantographies. Educational Philosophy and Theory, 1-19. https://doi.org/10.1080/00131857.2021.2009341

Understanding international postgraduate students’ educational mobility to China: an ecological systematic perspective (2021)
Journal Article
Yu, Y., Cheng, M., & Xu, Y. (2022). Understanding international postgraduate students’ educational mobility to China: an ecological systematic perspective. Higher Education Research and Development, 41(6), 2137-2153. https://doi.org/10.1080/07294360.2021.1973383

International educational mobility is often perceived as westward mobility for non-English speaking learners. This study explores an increasing trend of mobility from developed countries to mainland China from ecological systematic perspectives. Draw... Read More about Understanding international postgraduate students’ educational mobility to China: an ecological systematic perspective.

(Re)constructing school readiness from Chinese young children's perspectives: Interim Report (2021)
Report
(2021). (Re)constructing school readiness from Chinese young children's perspectives: Interim Report. London: UCL Centre for Teacher and Early Years Education

This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives: Interim Report.

(Re)constructing school readiness from Chinese young children's perspectives (2021)
Report
Gao, J., Li, M., XU, Y., Qin, S., Guo, W., Tian, Z., Lok, J., & Zeng, X. (2021). (Re)constructing school readiness from Chinese young children's perspectives. Centre for Teacher and Early Years Education, UCL Institute of Education

This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives.

Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach (2021)
Journal Article
Gao, J., Xu, Y., Kitto, E., Bradford, H., & Brooks, C. (2022). Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years, 42(1), 55-70. https://doi.org/10.1080/09575146.2021.1901661

As increasingly more Chinese kindergarten teachers attend continuing professional development (CPD) based on pedagogies of international early childhood education and care (ECEC), it is imperative to explore how to address the well-documented rhetori... Read More about Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach.

Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China (2021)
Journal Article
Song, J., Chu, Z., & Xu, Y. (2021). Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China. Higher Education, 82(2), 255-272. https://doi.org/10.1007/s10734-020-00642-y

Creating world-class universities (WCUs) has recently become a significant policy and practice in higher education in China under the Double World-Class Project. However, some negative effects have encouraged decoupling from the policy goals. To iden... Read More about Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China.

Parents and children during the COVID-19 quarantine process: Experiences from Turkey and China (2021)
Journal Article
Toran, M., Sak, R., Xu, Y., Şahin-Sak, İ. T., & Yu, Y. (2021). Parents and children during the COVID-19 quarantine process: Experiences from Turkey and China. Journal of Early Childhood Research, 19(1), 21-39. https://doi.org/10.1177/1476718x20977583

This paper reports Turkish and Chinese parents’ experiences with their 3–6 year-old children during the COVID-19 quarantine process. Thirteen Turkish and 11 Chinese parents participated in a study that employed semi-structured interviews to examine p... Read More about Parents and children during the COVID-19 quarantine process: Experiences from Turkey and China.

What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses (2020)
Report
Gao, J., Brooks, C., Xu, Y., & Kitto, E. (2020). What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses. UCL Institute of Education, Centre for Teacher and Early Years Education

The widely acknowledged importance of educating parents in children's early years has led to a substantial number of parenting programmes aimed at various aspects of early childhood care and education (ECEC). A vast amount of research has been conduc... Read More about What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses.

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care (2020)
Journal Article
Sullivan, V., Coles, L., Xu, Y., Perales, F., & Thorpe, K. (2020). Beliefs and attributions: Insider accounts of men’s place in early childhood education and care. Contemporary Issues in Early Childhood, 21(2), 126-137. https://doi.org/10.1177/1463949120929462

Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more th... Read More about Beliefs and attributions: Insider accounts of men’s place in early childhood education and care.

One child policy, China (2020)
Book Chapter
Xu, Y., & Woodyer, T. (2020). One child policy, China. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies. SAGE Publications. https://doi.org/10.4135/9781529714388.n426

China’s one-child policy is renowned as the most aggressive and comprehensive population policy in the world. Introduced in China in 1979 at a time of high labour surplus, unemployment, and poverty, the policy sought to minimise the negative effects... Read More about One child policy, China.

Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children (2020)
Journal Article
Xu, Y. (2020). Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children. Children & Society, 34(5), 354-370. https://doi.org/10.1111/chso.12371

This paper responds to concerns over the assumed ‘feminisation’ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children... Read More about Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children.