Publications

Hsin, C.-T.*, Wu, H.-K., Luu, D. T., & Wei, M.-E. (2024). Fostering young children’s scientific practices in urban and Indigenous areas: An investigation of instructional strategies. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2024.2343437 (SSCI; IF: 2.3; 140/269, Education & Educational Research; Open Access)

Hsin, C.-T.*, Compton-Lilly, C., Hsieh, M.-F., & Luu, D. T. (2023). Creating books and sustaining Indigenous languages with two Atayal communities. Journal of Early Childhood Literacy. Advance online publication. https://doi.org/10.1177/14687984231161116 (SSCI; IF: 2.227; 151/267, Education & Educational Research)

Compton-Lilly, C., Hsin, C.-T.*, & Luu, D. T. (2023). Photo essay: Supporting young children’s language learning in Indigenous Taiwanese communities through the creation of bilingual books. Talking Points, 35(1), 26-33. https://doi.org/10.58680/tp202332708 (Invited paper)

Hsin, C.-T., Wu, H.-K.*, Liang, J.-C., & Luu, D. T. (2023). Factors predicting kindergarten teachers’ integration of science into their teaching in Indigenous areas. Australasian Journal of Early Childhood, 48(1), 50-65. https://doi.org/10.1177/18369391221120956 (SSCI; IF: 1.8)

Hsin, C.-T.*, & Wu, H.-K. (2023). Implementing a project-based learning module in urban and Indigenous areas to promote young children’s scientific practices. Research in Science Education, 53(1), 37-57. https://doi.org/10.1007/s11165-022-10043-z  (SSCI; IF: 5.439; 9/264, Education & Educational Research; Open Access)

Chen, Y. C., Wu, H.-K.*, & Hsin, C.-T. (2022). A systematic review of assessments for young children’s scientific and engineering practices. Research in Science & Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2022.2121693 (SSCI; IF: 1.697)

Chen, Y.-C., Wu, H.-K.*, & Hsin, C.-T. (2022). Science teaching in kindergartens: Factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching. International Journal of Science Education, 44(7), 1045-1066. https://doi.org/10.1080/09500693.2022.2062800 (SSCI; IF: 2.241; 136/265, Education & Educational Research; Open Access)

Wei, M.-R., & Hsin, C.-T.* (2022).  Effective teaching strategies that promote young children’s learning of STEM. Journal of Taiwan Education Studies, 3(3), 153-166. [in Chinese]

Hsin, C.-T.*, & Yu, C. Y. (2021). Literacy and identity development of Indigenous Rukai children. Journal of Literacy Research, 53(3), 313-335. https://doi.org/10.1177/1086296X211030470  (SSCI; IF: 2.918, 5-year IF: 3.663; 69/264, Education & Educational Research; 17/61, Psychology, Educational) 

Hsin, C.-T.*, Yu, C. Y., & Lee, C.-Y. (2021). Teaching strategies and effects of an Indigenous culturally integrated phonological curriculum for young children. Taiwan Indigenous Studies Review, 29, 25-54. [in Chinese] 

Chang, H.-T., & Hsin, C.-T.* (2020). An action research on a Vietnamese culturally-integrated anti-bias curriculum: The development of the curriculum and the kindergarteners’ ethnic group relations. Curriculum and Instruction Quarterly, 23(3), 109-140. https://doi.org/10.6384/CIQ.202007_23(3).0005 [in Chinese] (TSSCI) 

Hsin, C.-T.*, Liang, J.-C., Hsu, C.-Y., Shih, M., Sheu, F.-R., & Tsai, C.-C. (2019). Young children’s conceptions of learning: A cross-sectional study of the early years of schooling. The Asia-Pacific Education Researcher, 28(2), 127-137. https://doi.org/10.1007/s40299-018-0419-9 (SSCI; IF: 2.409; 121/264, Education & Educational Research)

Hsin, C.-T. (2017). Young children’s learning of literacies in transnational and sociocultural contexts in families with immigrant mothers in Taiwan. Australasian Journal of Early Childhood, 42(1), 33-40. https://doi.org/10.23965/AJEC.42.1.04  (SSCI)

Hsin, C.-T.*, & Price, G. G. (2017). A mixed-methods approach: Subcommunities of similar thinkers about literacy learning among teachers and parents of immigrant families, Sage Research Methods Cases. London, UK: Sage. https://doi.org/10.4135/9781473979659

Hsin, C.-T.*, Cheng, Y.-H., & Tsai, C.-C. (2016). Searching and sourcing online academic literature: Comparisons of doctoral students and junior faculty in education. Online Information Review, 40(7), 979-997. https://doi.org/10.1108/OIR-11-2015-0354 (SSCI)

Hsin, C.-T. (2016). The effects and the process of a bicultural skill-based literacy intervention program for young indigenous children. Curriculum and Instruction Quarterly, 19(4), 191-228. https://doi.org/10.6384/CIQ.201610_19(4).0008 [in Chinese] (TSSCI)

Tang, K.-Y., Li, M.-C., Hsin, C.-T., & Tsai, C.-C*. (2016). A co-citation network of young children’s learning with technology. Educational Technology and Society, 19(3), 294-305. https://drive.google.com/file/d/19u43A5uE36P9_LfAbXAyVRPIU_t9LORk/view (SSCI)  

Hsin, C.-T., Li, M.-C.*, & Tsai, C.-C. (2014). The influence of young children’s use of technology on their learning: A review. Educational Technology and Society, 17(4), 85–99. https://drive.google.com/file/d/16fxCucQouQsuknqv02bJyDHLGatvIWfS/view (SSCI)  

Hsin, C.-T. (2011). Active agents: The new-immigrant mothers' figured worlds of home literacy practices for young children in Taiwan. The Asia-Pacific Education Researcher, 20(1), 17-34. http://www.ejournals.ph/form/cite.php?id=4071 (SSCI)

Hsin, C.-T., & Wu, H.-K*. (2011). Using scaffolding strategies to promote young children’s scientific understandings of floating and sinking. Journal of Science Education and Technology, 20(5), 656-666. https://doi.org/10.1007/s10956-011-9310-7 (SSCI)

Carter, E. W., Swedeen, B., Walter, M. J., Moss, C. K., & Hsin, C.-T. (2011). Perspectives of young adults with disabilities on leadership. Career Development for Exceptional Individuals, 34(1), 57-67. https://doi.org/10.1177/0885728810387411

Compton-Lilly, C., Hsin, C.-T., Howard, A., & Luu, D. T. (2024). Learning from Indigenous families and communities in international contexts: Educational policies and possibilities, in Edwards, Compton-Lilly & Li (Eds), International handbook of literacies in families and communities. Edwards Elgar Publishing Ltd.

Hsin, C.-T., & Wu, H.-K. (2021). Inquiry-based early STEM projects: Design, instruction and assessment. Psychological Publishing. [in Chinese] 

Wu, H.-K., & Hsin, C.-T. (2012). Using qualitative data analysis software NVivo for research in digital learning. In Song, Y.T. (Eds.), Research methodologies for research in digital learning (pp.163-208). The Higher Education Publication. [in Chinese] 

Hsin, C.-T. (2016). Improving young indigenous children’s phonics knowledge, Mandarin Daily News, 13

Hsin, C.-T. (2013). Developing digital literacy of digital natives: Age-appropriate children’s TV programs, Media Watch, 6

Hsin, C.-T. (2006). Guiding children to investigate the project of trains, Early Childhood Education Information, 192, 36-43

Hsin, C.-T. (2004). The professionalism of teaching young children English: taking the perspective of emergent literacy, Early Childhood Education Information, 159, 10-15

Hsin, C.-T. (2003). Teaching science in a preschool classroom: Why a boat floats? Early Childhood Education Information, 152, 28-31

Hsin, C.-T. (2003). Teaching English as second language: Multiculturalism in early childhood education, Early Childhood Education Information, 146

Hsin, C.-T., Luu, D.-T., & Compton-Lilly, C. (2024, August 2-August 4). The intertwined development of Atayal oral language, emergent reading and ethnic identity among Indigenous young children in a book program [Paper presentation]. Pacific Early Childhood Education Research Association (PECERA) International Conference, Tokyo, Japan.

Chiou, Y.-H., & Hsin, C.-T. (2024, August 2-August 4). Collaborative teaching of Indigenous language and classroom teachers in an Atayal book program for Indigenous preschoolers [Poster presentation]. Pacific Early Childhood Education Research Association (PECERA) International Conference, Tokyo, Japan.

Zhang, R.-C., Wu, H.-K., & Hsin, C.-T. (2024, July 2-July 5). Using epistemic network analysis to investigate connections between instructional strategies and children’s scientific practices in kindergartens [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Albany, New Zealand.

Hsin, C.-T., Luu, D. T., & Compton-Lilly, C. (2023, August 30-September 2). Children's performance in an Indigenous book reading program in Taiwan [Paper presentation]. 31th European Early Childhood Educational Research Association (EECERA) Conference, Lisbon, Portugal.

Tsao, Y.-L., Chang, W.-C., Hsin, C.-T., & Compton-Lilly, C. (2023, August 30-September 2). Kindergarten teachers’ self-efficacy in teaching Indigenous languages [Poster presentation]. 31th European Early Childhood Educational Research Association (EECERA) Conference, Lisbon, Portugal.

Hsin, C.-T., Wu, H.-K., Luu, D. T., & Wei, M.-R. (2023, August 28-September 1). Fostering young children's scientific practices in urban and indigenous areas: An investigation of instructional strategies [Paper presentation]. 15th Biennial Conference of the European Science Education Research Association (ESERA), Cappadocia, Turkey. 

Hsin, C.-T., Luu, D. T., & Compton-Lilly, C. (2023, July 7-9). Taiwanese Atayal kindergarteners’ development of Indigenous language literacy and ethnic identity in a book program [Paper presentation]. 23th Pacific Early Childhood Education Research Association (PECERA) International Conference, Bali, Indonesia.

Hsin, C.-T., Hsieh, M.-F., Tsao, Y.-L., Chang, W.-C., & Compton-Lilly, C. (2023, April 13-16). Teaching strategies and children's Indigenous language performances of an Atayal book program [Paper presentation]. American Educational Research Association (AERA) Annual Meeting, Chicago, IL, USA.

Compton-Lilly, C., Hsin, C.-T., & Hsieh, M.-F. (2023, April 13-16). Collaborating with Indigenous leaders to create books counteracting language loss in Taiwan [Paper presentation]. American Educational Research Association (AERA) Annual Meeting, Chicago, IL, USA.

Compton-Lilly, C., Hsin, C.-T., Hsieh, M.-F., & Tsao, Y.-L. (2022, November 30-December 3). A bookmaking project to sustain Indigenous languages in two Taiwanese communities [Paper presentation]. 72th Annual Literacy Research Association (LRA) Conference, Phoenix, AZ, USA.

Compton-Lilly, C., Howard, A., Demir, A., Hsin, C.-T., & Luu, D. T. (2022, November 17-20). Working with and learning from Indigenous communities: A book-making project to counter language extinction [Paper presentation]. National Council of Teachers of English (NCTE) Annual Convention, Anaheim, CA, USA.

Compton-Lilly, C., Hsin, C.-T., & Hsieh, M.-F. (2022, July 1-3). Creating books, sustaining languages, and addressing inequities with two Indigenous communities [Paper presentation]. United Kingdom Literacy Association (UKLA) International Conference, Birmingham, UK.

Hsin, C.-T., Chuang, C.-Y., & Wu, H.-K. (2022, June 28-July 1). Development of a project-based early STEM module and a teacher workshop integrating biomedical engineering and medical care [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Perth, Australia.

Hsin, C.-T., Wu, H.-K., & Liang, J.-C. (2021, June 30-July 2). Factors predicting the science teaching practices of kindergarten teachers in Indigenous areas in Taiwan [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Adelaide, Australia.

Wei, M.-R., & Hsin, C.-T. (2021, June 30-July 2). Exploring the teaching strategies and effect of a STEM project-based module for young Indigenous children in Taiwan [Poster presentation]. Australasian Science Education Research Association (ASERA) Conference, Adelaide, Australia.

Hsin, C.-T., Luu, D. T., & Wu, H.-K. (2020, November 13-14). Developing and validating a questionnaire to measure young indigenous children’s ethnic identity [Paper presentation]. 11th International Conference on Educational Innovation (ICEI), Hsinchu, Taiwan.

Hsin, C.-T., Wu, H.-K., & Chien, S.-P. (2020, June 24-26). The development and effects of an inquiry-based early STEM curriculum on Taiwanese kindergarteners’ science and engineering practices [Paper presentation]. Australasian Science Education Research Association (ASERA) Online Conference, Wollongong, Australia.

Hsin, C.-T. (2019, September 3-6). Young indigenous children’s performances on a funds of knowledge integrated phonological curriculum in Taiwan [Paper presentation]. European Conference on Educational Research (ECER), Hamburg, Germany.

Hsin, C.-T., & Yu, C. Y. (2019, July 12-14). The performances and retention effects of young indigenous children participating in a culturally relevant literacy curriculum in Taiwan [Poster presentation]. 20th Pacific Early Childhood Education Research Association (PECERA) International Conference, Taipei, Taiwan.

Chen, Y.-S., & Hsin, C.-T. (2019, July 12-14). The use of balanced teaching approach in a literacy curriculum to enhance kindergarteners’ reading-related abilities [Poster presentation]. 20th Pacific Early Childhood Education Research Association (PECERA) International Conference, Taipei, Taiwan.

Hsin, C.-T. (2018, September 4-7). Children’s performances on phonological processing skills and teachers’ teaching strategies of a bicultural phonics curriculum [Paper presentation]. European Conference on Educational Research (ECER), Bolzano, Italy.

Hsin, C.-T. (2017, July 7-9). Rethinking indigenous young children’s cultural resources for literacy learning from the perspectives of multiple literacies and funds of knowledge [Paper presentation]. 18th Pacific Early Childhood Education Research Association (PECERA) International Conference, Cebu, Philippines.

Liu, J.-Y., Shy, G.-L., Chiu, J.-K., & Hsin, C.-T. (2016, November 28-December 2). The development of underwater cultural heritage studies in Taiwan: Past, present and future plan [Poster presentation]. Sixth International Congress on Underwater Archaeology (IKUWA6), Fremantle, Australia.

Hsin, C.-T. (2016, August 31-September 3). Promoting indigenous children’s development of literacy: Examining the effects of a bicultural skill-based intervention programme [Paper presentation]. European Early Childhood Educational Research Association (EECERA) 26th Conference, Dublin, Ireland.

Hsin, C.-T. (2015, September 7-11). The development of literacy and identity among Taiwanese indigenous young children: A comparison between the children in the tribe and city [Paper presentation]. European Conference on Educational Research (ECER), Budapest, Hungary.

Hsin, C.-T., & Price, G. G. (2014, April 3-7). Subcommunities of similar thinkers about literacy learning among immigrant mothers, their husbands, and kindergarten teachers [Paper presentation]. American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA, USA (國科會補助文號:103-2914-I-143-002-A1)

Hsin, C.-T., & Tsai, C.-C. (2013, September 2-7). Acquiring cultural and social capital: Science education researchers’ online literature searching [Paper presentation]. European Science Education Research Association (ESERA) 13th Bi-annual Conference, Nicosia, Cyprus (國科會補助文號:102-2914-I-011-011-A1)

Hsin, C.-T., & Tsai, C.-C. (2013, June 18-20). Researchers' online academic literature searching strategies: Comparisons among doctoral students, Ph.D. candidates, and young scholars [Paper presentation]. AECT International Conference on the Frontier in e-Learning Research (AECT-ICFER), Taichung City, Taiwan.

Hsin, C.-T. (2012, July 20-22). Increasing mutual understanding: immigrant families' and kindergartens' cultural worlds of literacy learning in Taiwan [Paper presentation]. Pacific Early Childhood Education Research Association (PECERA) 13th Annual Conference, Singapore.

Hsin, C.-T., & Pek Y. (2011, November 30-December 3). Moving between worlds: A multisite study of immigrant mothers’ creation of hybrid home literacy practices [Paper presentation]. Literacy Research Association (LRA) Annual Conference, Jacksonville, FL, USA.

Hsin, C.-T. (2011, September 13-16). Rethinking the intersection between kindergarten curricula and literacy practices of immigrant families in urban Taiwanese schools [Paper presentation]. European Conference on Educational Research, Berlin, Germany.

Hsin, C.-T. (2010, April 30-May 4). Funds of knowledge relative to young children’s literacy learning in new immigrant families in Taiwan [Paper presentation]. American Educational Research Association (AERA) Annual Meeting, Denver, CO, USA.

Hsin, C.-T. (2009, April 10-13). Rethinking the literacy curriculum for children of immigrant families: Sociocultural and critical theories and practices [Paper presentation]. 8th Annual American Association for the Advancement of Curriculum Studies Conference, San Diego, CA, USA.

Hsin, C.-T. (2008, June 3-6). Active agents: The immigrant mothers’ construction of family literacy for young children in Taiwan [Paper presentation]. 16th International Reconceptualizing Early Childhood Education Conference: Practice, Research, Theory, Policy, Victoria, Canada.

Hsin, C.-T., & Wu, H.-K. (2005, July 15-18). Scaffolding preschoolers’ scientific learning of floating and sinking [Paper presentation]. Pacific Early Childhood Education Research Association Sixth Conference, Taipei , Taiwan.