Wu-Ying Hsieh, PhD
Associate Professor
SEC 604
Wu-Ying Hsieh, PhD
Associate Professor
Early childhood and general education teachers' attitudes toward inclusive education; early literacy/math teaching and learning; early childhood/special education teacher education; teachers' beliefs and practices; parent-mediated intervention.
Zhu, J., Yeung, P. P.-S., & Hsieh, W.-Y. (in press). Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play. European Early Childhood Education Research Journal, 29(5). Advance online publication. https://doi.org/10.1080/1350293X.2021.1933118
Liu, Q., Hsieh, W.-Y., & Chen, G. (2020). A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong and Taiwan. Autism: International Journal of Research and Practice, 24(8), 1960-1979. https://doi.org/10.1177/1362361320943380
Hsieh, W.-Y., & McCollum, J. A. (2019). Teachers’ perceptions of early math concepts learned from unit blocks: A cross-cultural comparison. Early Child Development and Care, 189(12), 1954-1969. https://doi.org/10.1080/03004430.2018.1423562
Hsieh, W.-Y., & Hsieh, C.-M. (2012). Urban early childhood teachers’ attitudes towards inclusive education. Early Child Development and Care, 182(9), 1167-1184. https://doi.org/10.1080/03004430.2011.602191
Hsieh, W.-Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-247. https://doi.org/10.1016/j.ecresq.2009.03.007