楊偉鵬博士
助理教授
https://www.eduhk.hk/ece/files/thumbnail7/department/ece/staff/white/Yang_Weipeng.png
(852) 2948 6887
(852) 2948 7160
B2-2/F-27
wyang@eduhk.hk

Ph.D., The University of Hong Kong
Graduate Certificate of Early Childhood Technology (Graduate Courses), Tufts University
B.Ed., Beijing Normal University
B.A., Beijing Normal University
Research areas
Early childhood curriculum and pedagogy
Teacher research and professional development
STEM/STEAM education in the early years
Social-emotional learning and wellbeing
Cultural and policy studies in early education
Selected Funded Projects
Principal Investigator. AI for Kids: A Pilot Study of an Embodied Curriculum for Scaffolding Children to Acquire AI Literacy. Seed Funding Grant (RG 39/2021-2022R). HK$125,000 (Ongoing)

Principal Investigator. Development and Evaluation of a Culturally Responsive Coding Curriculum: A Pilot Study. Start-up Research Grant. (No. RG84/2020-2021R). HKD30,000 (Ongoing)

Principal Investigator. Leading Quality Improvement in Early Childhood Settings: Curricular and Pedagogical Transformation in a Singapore Child Care Centre. Applied Research Committee Grant from SUSS (No. RF19NSH01). SGD23,740 (Completed)

Principal Investigator. Promoting Young Children’s Prosocial Behaviors through the Thematic Instruction Based on Story Picture Books: A Quasi-experimental Study. MOE University Student Grant. RMB15,000 (Completed with an Outstanding Award)

Co-Investigator.Theoretical and Practical Research on Computerized and Non-Computerized Coding Education for Children. National Education Science “13thFive-Year Plan” Grant (No. CCA190261). RMB200,000 (Ongoing)

Co-Investigator. Developing an online Kindness-Oriented Social Emotional Learning (KOSEL) Curriculum: A Pilot Study. Knowledge Transfer Grant at the Education University of Hong Kong. (Ongoing)

Selected Output
Books
2019 Yang, W., & Li, H. (2019). Early childhood curriculum in Chinese societies: Policies, practices, and prospects. New York: Routledge. https://www.taylorfrancis.com/books/9781351027267

2019 Wang, X., Wang, W., Huo, L., Zhang, D., Yang, W. (Ed.). (2019). Scaffolding children’s active learning: STEM education and active inquiry (支架儿童的主动探究——STEM与个别化学习).Beijing: Beijing Normal University Publishing Group. (In Chinese)

2017 Huang, S., Huo, L., Jiang, S., & Yang, W. (2017). Early childhood education: Advances in theory and practice (学前教育学：理论与实践). Shanghai: East China Normal University Publishing House. (In Chinese)

2016 Wang, W., Huo, L., Yang, W., He, H., & Liu, S. (Ed.). (2016). Scaffolding children’s active learning: Experiences and dispositions (支架儿童的主动学习). Beijing: Beijing Normal University Publishing Group. (In Chinese)

Book Chapters
In Press Yang, W. (In Press). STEAM and Cultural Responsiveness. In M. T. Winn, & L. T. Winn (Eds.), The Bloomsbury Encyclopedia of Social Justice in Education (In the Section entitled "Early Childhoods and Childhood Studies"). Bloomsbury Publishing.

2017 Yang, W., Wang, J., & Li, H. (2017). Achieving a balance between affordability, accessibility, accountability, sustainability, and social justice: The early childhood education policies in Hong Kong. In Li, H. et al. (Eds.), Early Childhood Education Policies in the Asia: Advances in Theory and Practice (pp. 51-72). Singapore: Springer.

2016 Yang, W. (2016). Rethinking school-based curriculum development in the era of globalization: Challenges, approaches, and implications for early childhood education. In McDermott, J. C. et al. (Eds.), Modern Approaches in Social and Educational Research (pp. 43-64). Los Angeles: Antioch University.
Other Publications
Peer-Reviewed Journal Articles (Selected)
In Press Yang, W., & Li, H. (In Press). Curriculum hybridization and cultural glocalization: A scopingreview of international research on early childhood curriculum in China and Singapore.ECNU Review of Education.

2021 Yang, W., Wu, R., & Li, J. (2021). Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers.Current Psychology.https://doi.org/10.1007/s12144-021-02074-y

2021 Yang, W., Huang, R., Li, Y., & Li, H. (2021). Training Teacher-Researchers Through Online Collective Academic Supervision: Evidence from a Postgraduate Teacher Education Programme. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12558

2021 Yang, W., Li, H., & Ang, L. (2021). Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education. https://doi.org/10.1177/147821 (Editorial)

2021 Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education. https://doi.org/10.1177/147821

2020 Li, H., Forbes, A., & Yang, W. (2020). Developing culturally and developmentally appropriate early STEM learning experiences. Early Education and Development. https://doi.org/10.1080/10409289.2020.1833674 (Editorial)

2020 Yang, W., & Lim, S. (2020). Toward distributed pedagogical leadership for quality improvement: Evidence from a childcare centre in Singapore. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143220975768

2020 Yang, W., Liu, H., Chen, N., Xu, P., & Lin, X. (2020). Is early spatial skills training effective? A meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01938

2020 Yang, W., Lin, X., Wu, L., Zhu, L., Wu, D., & Li, H. (2020). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Early Education and Development. https://doi.org/10.1080/10409289.2020.1795333 (Joint First Author)

2020 Yang, W., Sun, L., Hu, L., Zhou, D., & Wang, X. (2020). STEM learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12493 (Joint First Author)

2020 Yang, W., Xu, P., Liu, H., & Li, H. (2020). Neoliberalism and sociocultural specificities: A discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore.Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1754210

2020 Yang, W., & Li, H. (2020). The role of culture in early childhood curriculum development: A case study of curriculum innovation in Hong Kong kindergartens. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949119900359

2019 Yang, W. (2019). Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership. Contemporary Issues in Early Childhood, 20(1), 35-52. https://doi.org/10.1177/1463949119825501

2019 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. The Curriculum Journal, 30(3), 279-297. https://doi.org/10.1080/09585176.2019.1568269

2019 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can early childhood curriculum enhance social-emotional competence in low-income children? A meta-analysis of the educational effects. Early Education and Development, 30(1), 36-59. https://doi.org/10.1080/10409289.2018.1539557

2018 Yang, W., & Li, H. (2018). Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen. Journal of Curriculum Studies, 50(4), 560-585. https://doi.org/10.1080/00220272.2018.1428367

2018 Yang, W., & Li, H. (2018). A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten. Journal of Curriculum Studies, 50(1), 17-37. https://doi.org/10.1080/00220272.2017.1294710

More publications are available athttps://www.researchgate.net/profile/Weipeng-Yang-4
Conference Presentations/Papers (Selected):
2021 Yang, W., Lin, X., & Li, H. (2021, April). Parenting styles and children’s science skills: moderated mediation model of parental involvement and child self-regulation. Individual Flash Talk Paper Accepted for the 2021 SRCD Virtual Biennial Meeting.

2020 Yang, W., Lin, X., Wu, L., Zhu, L., Wu, D., & Li, H. (2020, May). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Paper (that was to be) presented at the British Educational Research Association (BERA) Conference 2020, Liverpool. Conference was cancelled.

2019 Yang, W., Wu, D., Liao, T., & Li, H. (2019, December). Are pre-service teachers ready to integrate technology in early childhood classrooms? The role of demographic factors. Paper presented at the 2019 International Conference on Advances in STEM Education, Hong Kong.

2019 Yang, W., & Li, H. (2019, April). Struggling between state policies and parental expectations: Teacher agency in early childhood curriculum innovation.Paper presented at the 2019 AERA Annual Meeting, Toronto, Canada.

2019 Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W.-Y., & Li, H. (2019, March). Coaching, teacher instruction, and early child development: A systematic review and synthesis of conceptual rationales and empirical effects. Poster presented at the 2019 Biennial Meeting of Society for Research in Child Development (SRCD), Baltimore, Maryland.

2018 Yang, W., & Li, H. (2018, April). Cultural fusion for social change: A case study of school-based curriculum development in Chinese kindergartens. Paper presented at the 2018 AERA Annual Meeting, New York City, NY.

2017 Yang, W., & Li, H. (2017, April). When East meets West: A case study of school-based curriculum development in a Chinese kindergarten. Paper presented at the 2017 AERA Annual Meeting, San Antonio, Texas.

2017 Yang, W., & Li, H. (2017, April). A meta-analysis of the efficacy of early childhood curriculum models on at-risk young children’s social-emotional development. Poster presented at the 2017 Biennial Meeting of Society for Research in Child Development (SRCD), Austin, Texas.