著作目錄

期刊論文

Chen, Y. C., Wu, H.-K.*, & Hsin, C.-T. (2024). A systematic review of assessments for young children’s scientific and engineering practices. Research in Science & Technological Education, 42(3), 658–677. https://doi.org/10.1080/02635143.2022.2121693 (SSCI; IF: 1.8)

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)

邱子耘、辛靜婷*（2024）。影響幼教師STEM教學效能之因素與提升策略。臺灣教育評論月刊。

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). 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)

魏敏而、辛靜婷*（2022）。有效促進幼兒STEM學習之教學策略。台灣教育研究期刊，3（3），153-166。

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)

辛靜婷*、游智瑩、李佳穎（2021）。幼教師實施融入原民文化聲韻課程之教學策略及成效。台灣原住民研究論叢，29，25-54。

張曉婷、辛靜婷*（2020）。融入越南文化之反偏見課程行動研究：教學歷程與幼兒族群關係發展。課程與教學季刊，23（3），109-140。https://doi.org/10.6384/CIQ.202007_23(3).0005 (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)

辛靜婷（2016）。原住民族幼兒雙文化聲韻介入課程之成效與教學歷程。課程與教學季刊，19（4），191-228。https://doi.org/10.6384/CIQ.201610_19(4).0008 (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

專書及章節

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.

辛靜婷、吳心楷（2021）。探究取向幼兒STEM方案課程：設計、教學與評量。心理出版社。

吳心楷、辛靜婷（2012）。數位學習研究中質性資料的管理與分析：以 NVivo 軟體的使用為例。載於宋曜廷（主編），數位學習研究方法（頁163-208）。高等教育出版社。

專業文章

辛靜婷（2024/9）。幼兒STEM課程Easy go：幼教師資專業培力。國立清華大學師資培育中心，119。

辛靜婷、Makus Suyan（徐榮春）、Yabu Silan（高文良）（2021）。從部落的「原住民族實驗教育」，實踐原民轉型正義。獨立評論@天下。

辛靜婷（2016/10/12）。原住民幼兒注音增能閱讀起跑不落後。國語日報，13。

辛靜婷（2013/11/20）。培養數位原生代數位素養：從適齡兒童電視節目談起。媒體觀察報，6。

辛靜婷（2006）。突破教學慣性—一趟帶領孩子探究新事物的深度火車之旅。幼教資訊，192，36-43。

辛靜婷（2004）。提昇幼兒英語教學專業素養—從幼兒英語口語及萌發讀寫能力談起。幼教資訊，159，10-15。

辛靜婷（2003）。船為什麼會浮在水面上？幼教資訊，152，28-31。

辛靜婷（2003）。讓外籍老師或英文輔助幼教「多元文化」課程。幼教資訊，146，23。

研討會文章

Chuang, Y.-L., Hsu, H.-R., Luu, D. T., Liu, Y.-W., & Hsin, C.-T. (2024, October 17-19). Computer-assisted pronunciation training system for Atayal, an Indigenous language in Taiwan [Poster presentation]. 27th International Conference of the Oriental International Committee for the Coordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA), Hsinchu, Taiwan.

Hsin, C.-T., Luu, D. T., & Compton-Lilly, C. (2024, August 2-4). 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 2-4). 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 2-5). 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.

陳怡蒨、吳心楷、辛靜婷（2024年8月22-23日）。Bias in cognition and family context: When parents report on parental involvement and child’s aggressive behavior。 2024調查研究：方法、應用於新發展學術研討會。台北市，台灣。

邱筠涵、辛靜婷（2023年12月）。族語和班級教師在幼兒泰雅語讀本課程之合作模式及成效。2023第十四屆教育創新國際學術研討會。新竹市，台灣。

楊又潔、辛靜婷（2023年12月）。幼兒泰雅語萌發閱讀行為、口語及書本文字概念之發展。2023第十四屆教育創新國際學術研討會。新竹市，台灣。

楊雅筑、辛靜婷（民112年3月）。幼教師實施多元家庭型態課程之挑戰與成效。2023永續發展：多元文化與課程學術研討會。台東，台灣。

劉蓁璇、辛靜婷（民111年12月）。運用原住民知識之方案課程促進幼兒華族語及科學實作發展。2022第十三屆教育創新國際學術研討會。國立清華大學竹師教育學院。

瓦力．尹牧依、辛靜婷（民110年11月）。原住民知識本位雙語課程之教學歷程及幼兒語言發展。2021第十二屆教育創新國際學術研討會。國立清華大學竹師教育學院。

接詩涵、辛靜婷（民110年11月）。運用繪本促進泰雅族幼兒族語發展之個案研究。2021第十二屆教育創新國際學術研討會。國立清華大學竹師教育學院。

張瑞凰、辛靜婷（民110年11月）。原住民區域教保服務人員多元文化素養之探討。2021第十二屆教育創新國際學術研討會。國立清華大學竹師教育學院。

劉以心、辛靜婷（民109年10月）。育有幼兒之越南裔新住民教養觀及雙文化間之教養調適。「跨域創新、共融多元：建構弱勢幼兒之未來教育圖象」國際學術研討會。國立屏東大學幼兒教育系。

辛靜婷、陳筱涵、游智瑩（民107年11月）。探究融入泰雅文化聲韻課程之學習成效：幼兒聲韻處理能力之發展。2018第九屆教育創新國際學術研討會。國立清華大學竹師教育學院。

張曉婷、辛靜婷（民106年5月）。融入越南文化之主題課程行動研究：教學歷程與幼兒族群關係發展之探討。2017「兒家方程式」學術研討會。輔仁大學兒童與家庭學系。

劉曉帆、辛靜婷（民105年10月）。從失語到說唱：家庭知識基金融入拉阿魯哇族族語教學之行動研究。2016原住民族委員會原住民族研究論文發表會。國立嘉義大學。

陳燕靜、辛靜婷（民104年10月）。學前普師與特師合作模式之初探。2015發展遲緩兒童早期療育國際專業知能、服務方案及研究成果發表會。中華民國發展遲緩兒童早期療育協會。