References

 

Charteris, J., & Smardon, D. (2021). Leadership for assessment Capability: Dimensions of Situated leadership Practice for enhanced
          Sociocultural assessment in Schools. Leadership and Policy in Schools, 1-13. https://doi.org/10.1080/15700763.2021.1910715

 

Chesworth, L. (2016). A funds of knowledge approach to examining play interests: Listening to children’s and parents’ perspectives.                      International Journal of Early Years Education, 24(3), 294-308. https://doi.org/10.1080/09669760.2016.1188370

 

Chuang, S. S. (2009). Transformation and change: Parenting in Chinese societies. Pathways of development: Explorations of change, 191-            206.

 

Chuang, S. S., & Su, Y. (2009). Do we see eye to eye? Chinese mothers’ and fathers’ parenting beliefs and values for toddlers in Canada              and China. Journal of Family Psychology, 23(3), 331. https://doi.org/10.1037/a0016015

​

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. doi:10.1111/curi.12002

 

Gestwicki, C. (2015). Home, school, and community relations. Cengage Learning. DOI (10.30845/ijhss.v9n5p11)

 

Goh, E. C. (2013). “You must finish your dinner”: Meal time dynamics between grandparents, parents and grandchildren in urban China.                British Food Journal. 115(3), 365-376. https://doi.org/10.1108/00070701311314192

 

Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s                          interests. Journal of Curriculum Studies, 43(2), 185-205. https://doi.org/10.1080/00220272.2010.511275

​

Jingxiong, J., Rosenqvist, U., Huishan, W., Greiner, T., Guangli, L., & Sarkadi, A. (2007). Influence of grandparents on eating behaviors of              young children in Chinese three-generation families. Appetite, 48(3), 377-383. https://doi.org/10.1016/j.appet.2006.10.004

 

Kempster, S., & Stewart, J. (2010). Becoming a leader: A co-produced autoethnographic exploration of situated learning of leadership                    practice. Management Learning, 41(2), 205-219. https://doi.org/10.1177/1350507609355496

 

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Josey-Bass. Inc.                  Publishers.

​

Lin, C. Y., Cheng, C., & Wang, M. (2018). The contribution of phonological and morphological awareness in Chinese–English bilingual                    reading acquisition. Reading and Writing, 31(1), 99-132. https://doi.org/10.1007/s11145-017-9775-8

​

Luo, R., Tamis-LeMonda, C. S., & Song, L. (2013). Chinese parents’ goals and practices in early childhood. Early Childhood                                    Research Quarterly, 28(4), 843-857. https://doi.org/10.1016/j.ecresq.2013.08.001

 

Madhlangobe, L., & Gordon, S. P. (2012). Culturally responsive leadership in a diverse school: A case study of a high school leader.                      NASSp Bulletin, 96(3), 177-202. https://doi.org/10.1177/0192636512450909

​

McBride-Chang, C., Cheung, H., Chow, B. Y., Chow, C. L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese                   (L1) and English (L2). Reading and Writing, 19(7), 695-716. https://doi.org/10.1007/s11145-005-5742-x

 

Mellom, P. J., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P. R. (2018). "They come with nothing:" How professional development in a            culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher                       Education, 71, 98. doi:10.1016/j.tate.2017.12.013

​

Mindell, J. A., Sadeh, A., Kohyama, J., & How, T. H. (2010). Parental behaviors and sleep outcomes in infants and toddlers: a cross-cultural            comparison. Sleep medicine, 11(4), 393-399. https://doi.org/10.1016/j.sleep.2009.11.011

 

Noman, M. & Gurr, D.(2020)  Contextual leadership and culture in education. G.W. Nobit  (Ed.) Oxford Research Encyclopedia of                         Education, 20. dx.doi.org/10.1093/acrefore/9780190264093.013.595

 

Pearson, E., & Rao, N. (2003). Socialization goals, parenting practices, and peer competence in Chinese and English preschoolers. Early             Child Development and Care, 173(1), 131-146. https://doi.org/10.1080/0300443022000022486

 

Pence, A. & Benner, A. (2015). Complexities, capacities, communities: Changing development narratives in early childhood education,                 care and development. University of Victoria Press: Victoria, BC. http://hdl.handle.net/1828/7069

 

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of teacher education,                   53(1), 20-32. https://doi.org/10.1177/0022487102053001003

 

Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and                         Innovation in Early Childhood, 4(2), 1-43.

​

Xu, Y., Farver, J. A., Zhang, Z., Zeng, Q., Yu, L., & Cai, B. (2005). Mainland Chinese parenting styles and parent-child interaction.                            International Journal of Behavioral Development, 29(6), 524-531. DOI: 10.1177/01650250500147121

​

Zhou, N., Cheah, C. S., Van Hook, J., Thompson, D. A., & Jones, S. S. (2015). A cultural understanding of Chinese immigrant mothers'                  feeding practices. A qualitative study. Appetite, 87, 160-167. https://doi.org/10.1016/j.appet.2014.12.215