Computational Thinking
Wang, X. C., Flood, V. J., & *Grace (Yaxin) Xing. (2023). Preschoolers’ embodied and shared self-regulation through computational thinking. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.). Proceedings of the 17th International Conference of the Learning Sciences – ICLS 2023 (pp.1470-1473). Montreal, Canada: International Society of the Learning Sciences. DOI: 10.22318/icls2023.397947
Flood, V. J., Wang, X. C., & *Sheridan, M. (2022). Embodied responsive teaching for supporting computational thinking in early childhood. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.). Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 855-862). Hiroshima, Japan: International Society of the Learning Sciences. [Winner of the Best Paper Award: https://2022.isls.org/]
Wang, X. C., *Choi, Y., Benson, K., Eggleston, C., & Weber, D. (2021). Teachers’ role in fostering preschoolers’ computational thinking: An exploratory case study. Early Education and Development, 32(1), 26-48. DOI: 10.1080/10409289.2020.1759012
Wang, X. C., Flood, V. J., & *Cady, A. (2021). Computational thinking through body and ego syntonicity: Young children’s embodied sense-making using a programming toy. In E. de Vries, J. Ahn, & Y. Hod (Eds.). Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 394-401). Bochum, Germany: International Society of the Learning Sciences. [Finalist for the Best Paper Award: https://2021.isls.org/awards/]
Digital Literacies
*Bakhoda, I., Christ, T., & Wang, X.C. (Accepted). Learning to use app book features during buddy reading. Journal of Literacy and Technology
*Eggleston, C., Wang, X. C., & Choi, Y. (2021). Mother-toddler shared reading with electronic versus print books: Mothers’ language use and perspectives. Early Education and Development. https://doi.org/10.1080/10409289.2021.1943638
Wang, X. C., Christ, T., & Misfud, C. L. (2020). “iPad has everything!”: How young children with diverse linguistic backgrounds in Malta and the U.S. process multimodal digital text. Early Child Development and Care, 190(16), 2563-2580. DOI: 10.1080/03004430.2019.1593157
Wang, X. C., Christ, T., Chiu, M. M. & Strekalova-Hughes, E. (2019). Exploring the relationship between kindergarteners’ buddy reading and individual comprehension of interactive app books. In A. Bus, S. B. Neuman, & K. Roskos (Eds.). American Educational Research Association Open, Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia, 5(3), 1–17. DOI: 10.1177/2332858419869343
Christ, T., Wang, X. C., Chiu, M. M., & Strekalova-Hughes, E. (2019). How app books’ affordances are related to young children’s reading behaviors and outcomes. In A. Bus, S. B. Neuman, & K. Roskos (Eds.). American Educational Research Association Open, Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia, 5(2), 1-18. DOI: 10.1177/2332858419859843
STEAM Education
*Ende, A., Schindel, A, Tripp, J, Wang, X. C., & Christ, T. (2023). Integrating critical pedagogy of place with NGSS in kindergarten. Science and Children, 60(4). https://www.nsta.org/science-and-children/science-and-children-marchapril-2023/integrating-critical-pedagogy-place
Christ, T., *Bakhoda, I., Chiu, M., Wang, X. C., & Schindel, A. (2023). Mediating learning in the zones of development: Role of teacher and kindergartner talk turns during read-aloud discussions. Journal of Research in Childhood Education, 37(4), 519-549. DOI: 10.1080/02568543.2022.2146816
Wang, X. C., Benson, K., *Starke, K., & Eggleston, C. (2022). “Real worms and gummy worms!”: Fostering meaningful learning and connection for young children over Zoom. Young Children, 77(4),76-83.
*Deng T., Hu, B. Y., Wang, X. C., Li Y., Jiang C., Su, Y., & LoCasale-Crouch, J. (2022). Chinese preschool teachers’ use of concept development strategies in whole-group math lessons and its effectiveness. Early Education and Development. DOI: 10.1080/10409289.2022.2067428
Wang, X. C. (2020). “Sometimes the Internet doesn’t know everything”: Exploring young children’s epistemic reasoning in their inquiry practice. In M. Gresalfi & I. S. Horn (Eds.). (2020). The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 390-397). Nashville, Tennessee: International Society of the Learning Sciences.
*Andrews, K., & Wang, X. C. (2019). Young children’s emergent science competencies in everyday family contexts: A case study. Early Child Development and Care, 189(8), 1351-1368. DOI: 10.1080/03004430.2017.1379516
Wang, X. C., *Benson, K., Eggleston, C., & Lin B. (2019). A guided-exploration based visual arts program in early childhood education. Young Children, 74(1),72-80. https://www.jstor.org/stable/26808898