Search results for: Hu Bi Ying

This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.