Edited and Co-edited Journal Issues:

Chen, J. J.-L. & Tracey, D. H. (2009) (Eds.). Journal of School Connections, 2(1). Union, Kean University. [Journal of School Connections is a  national refereed journal]

Chen, J. J.-L. & Tracey, D. H. (2008) (Eds.). Journal of School Connections, 1(1). Union, Kean University. [Journal of School Connections is a national refereed journal]

Chen, J. J.-L. (2008) (Ed.). School Connections (Action Research). Union, Kean University. [School Connections is a college-based journal]

Chen, J. J.-L. (2008) (Eds.). School Connections (Middle Level Education). Union, Kean University. [School Connections is a college-based journal]

Journal Articles:

Wu, D., Cai, L., Chen, J. J., & Li, H. (2025). Questioning to elicit inferential responses: A study of teacher-child linguistic interactions during block play activities in Chinese kindergartens. Early Education and Development, 36(3), 603-624. https://doi.org/10.1080/10409289.2024.2423274

Chen, J. J. (2025). From Turing's conception of machine intelligence to the evolution of  AI in early childhood education: Conceptual, empirical, and practical insights. AI, Brain, and Child, 1(1), 1-10. https://doi.org/10.1007/s44436-025-00002-6

Chen, J. J. (2025). “The grass is greener where you water it”: Nurturing teacher-child relationships and facilitating student learning as sources of teacher joy amidst stress for early childhood teachers in the United States. Teachers and Teaching: Theory and practice. https://doi.org/10.1080/13540602.2024.2445841

Delaney, V., & Chen, J. J. (2025). Developmental considerations and practical recommendations for parents and early childhood educators in the age of AI. Policy Brief. Stanford Graduate School of Education: Public Scholarship Collaborative. https://doi.org/10.13140/RG.2.2.14603.20000

Shen, F., Mi, R., Lee, H., Chen, J. J., & Zhang, Y. (2025). The effects of childhood maltreatment and social support on the trajectories of depressive symptoms from adolescence to young adulthood. Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2024.107242

Chen, J. J., & Badolato*, H. (2025). Scaffolding social and emotional learning in preschool children from low-income backgrounds: A study of teacher strategies during COVID-19. Education 3-13, 53(1), 85-89. https://doi.org/10.1080/03004279.2023.2168131

Chen, J. J. (2024). A scoping study of AI affordances in early childhood education: Mapping the global landscape, identifying research gaps, and charting future research directions. Journal of Artificial Intelligence Research, 81, 701-740. https://doi.org/10.1613/jair.1.16882

Chen, J. J. (2024). An integrated approach to social and emotional teaching (SET): A qualitative study of the beliefs and practices of preschool teachers in the United States. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01803-9

Cutler, C. S., Chen, J. J., & Zhang, A. (2024). Cultural mindsets for supporting preschoolers’ executive functioning. Dimensions of Early Childhood, 52(3),  19-24.

Chen, J. J., Ren, Y., & O’Neill, S. (2024). Exploring the literacy experiences of preservice early childhood teachers: Social and contextual influences, and                 implications for teacher education. Education Sciences, 14, 1042. https://doi.org/10.3390/educsci14101042

Chen, J. J. (2024). Neoliberalism and neocolonialism in the mix: Evidence of glocalization    in the globalization-localization dynamics of early childhood        

         practices in Hong Kong. Policy Futures in Education, 22(6), 1053-1081. https://doi.org/10.1177/14782103231171977

Chen, J. J., Liang, X., & Lin, J. C. (2024). Weaving the fabric of social and emotional learning in the context of teaching: A Study in Hong Kong Kindergarten classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01682-0

Chen, J. J., & Lin, J. C. (2024). The double-edged sword of artificial intelligence: Wielding the POWER principles to maximize its positive effects and     

       minimize its negative effects. Contemporary Issues in Early Childhood, 25(1) 146–153.

https://doi.org/10.1177/14639491231169813

Chen, J. J. (2024). In search of silver linings in teaching during COVID-19: A study of early childhood teachers’ perspectives. Teachers and Teaching: Theory and practice, 30(1), 49-70. http://dx.doi.org/10.1080/13540602.2023.2225436

Chen, J. J. (2023). Pedagogical adaptability as an essential capacity: Reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction. Journal of Early Childhood Teacher Education, 44(4), 723-746. https://doi.org/10.1080/10901027.2022.2147879

Chen, J. J. (2023). Reflecting on reflection among early childhood teachers: A study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions. Reflective Practice, 24(3), 324-346. https://doi.org/10.1080/14623943.2023.2194624

Chen, J. J., & Garcia*, M. M. (2023). Teaching demands and resources: Early childhood teachers’ experiences of remote and hybrid instruction during COVID-19 in the United States. Education 3-13. https://doi.org/10.1080/03004279.2023.2206833

Chen, J. J., & Perez, C. (2023). Enhancing assessment and personalized learning through artificial intelligence. Childhood Education, 99(6), 72-79.

https://doi.org/10.1080/00094056.2023.2282903

Chen, J. J., & Krieger, N. J. (2023). Learning gain rather than learning loss during    COVID-19: A proposal for reframing the narrative. Contemporary Issues in Early Childhood, 24(1), 82-86. https://doi.org/10.1177/14639491211073144

Chen, J. J., Kacerek*, C. R., & Ruiz*, M. (2023). The letter-naming benchmarks, growth profiles, and the efficacy of an interactive learning app on uppercase letter-name learning for preschool children. International Journal of Technology in Education (IJTE), 6(1), 113-135. https://doi.org/10.46328/ijte.360

Chen, J. J., & Li, H. (2023). Tian Shi (timing) Di Li (context) Ren He (human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model. Journal of Research in Childhood Education, 37(2), 292-309. https://doi.org/10.1080/02568543.2022.2107588

Chen, J. J. (2023). Leadership at play in preschool children: A systematic synthesis of nearly nine decades of research. Early Education and Development, 34(1), 1-26. https://doi.org/10.1080/10409289.2021.1988036

Chen, J., J., & O’Donnell*, B. (2023). Facilitating children’s social and emotional development in virtual learning: Implications for in-person teaching. Kappa Delta Pi Record, 58(S1), 82-86. https://doi.org/10.1080/00228958.2022.2125128

Chen, J., J., & O’Donnell*, B. (2022). Facilitating children’s social and emotional development in virtual learning: Implications for in-person teaching. Kappa Delta Pi Record, 59(1). https://doi.org/10.1080/00228958.2022.2125128

Chen, J. J., & Othman*, R. O. (2022). At the helm of navigating the remote instruction terrain. Kappa Delta Pi Record, 58, 178–182. https://doi.org/10.1080/00228958.2022.2110823

Chen, J. J. (2022). Assessing preschool children’s letter-name knowledge: Responsive practices. Kappa Delta Pi Record, 58(3), 130-135. https://doi.org/10.1080/00228958.2022.2076532

Chen, J. J., & Kacerek*, C. (2022). Leaders and followers during sociodramatic play: A study of racial/ethnic minority preschool children from socioeconomically disadvantaged backgrounds. Journal of Research in Childhood Education, 36(3), 517-540. https://doi.org/10.1080/02568543.2021.1960939

Chen, J. J., & Rivera-Vernazza* D. (2022). Communicating digitally: Building preschool teacher-parent partnerships via digital technologies during COVID-19. Early Childhood Education Journal, 51, 1189-1203. https://doi.org/10.1007/s10643-022-01366-7

Chen, J. J., & Adams*, C. B. (2022). Drawing from and expanding their toolboxes: Preschool teachers’ traditional strategies, unconventional opportunities, and novel challenges in scaffolding young children’s social and emotional learning during remote instruction amidst COVID-19. Early Childhood Education Journal, 51, 925-937. https://doi.org/10.1007/s10643-022-01359-6

Chen, J. J., & Othman*, R. O. (2022). Educational leaders as navigators: How do they sail through the novel remote instruction waters during COVID-19? Kappa Delta Pi Record, 58(4), 178-182. https://doi.org/10.1080/00228958.2022.2110823

Chen, J. J. (2022). Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis. Teaching and Teacher Education, 111. https://doi.org/10.1016/j.tate.2021.103627

Chen, J. J., Li, Z., Rodrigues*, W., & Kaufman*, S. (2022). Thriving beyond resilience despite stress: A psychometric evaluation of the newly developed Teacher Stress Scale and the Teacher Thriving Scale. Frontiers in Psychology. 13:862342. https://doi.org/10.3389/fpsyg.2022.862342

Chen, J. J. (2022). Between the foreground and the background lies the middle ground: Painting a harmonious early childhood curriculum landscape. ECNU Review of Education. 5(2), 328-337. https://doi.org/10.1177/20965311221092035

Chen, J. J. (2019). Cultural-developmental perspective: Chinese immigrant students’ academic achievement motivation as an illustrative example. Online Readings in Psychology and Culture, 6(1). https://doi.org/10.9707/2307-0919.1153

Chen, J. J., & Ren, Y. (2019). Relationships between home-related factors and bilingual abilities among Chinese-English dual language learners from immigrant, low-income backgrounds. Early Childhood Education Journal, 47(4), 381-393. https://doi.org/10.1007/s10643-019-00941-9

Chen, J. J., & Ahmadein*, J. (2018). Respectful practices with infants and toddlers: Educating and caring for the youngest children from culturally and linguistically diverse backgrounds. Dimensions of Early Childhood, 46(3), 7-12 [Spanish version, 13-18].

Chen, J. J., & Liang*, X. (2017). Teachers’ literal and inferential questions and children’s responses: A study of teacher-child linguistic interactions during whole-group instruction in Hong Kong kindergarten classrooms. Early Childhood Education Journal, 45(5), 671-683. 

   https://doi.org/10.1007/s10643-016-0807-9

Sun, P., Chen, J. J., & Jiang, H. (2017). Coping humor as a mediator between emotional intelligence and job satisfaction among Chinese primary school teachers. Journal of Personnel Psychology, 16(3), 155-159.  https://doi.org/10.1027/1866-5888/a000185

Li, H., & Chen, J. J.  (2017). Evolution of the early childhood curriculum in China: The impact of social and cultural factors on revolution and innovation. Early Child Development and Care, 187(10), 1471-1483. https://doi.org/10.1080/03004430.2016.1220373

Chen, J. J., Sun, P., & Yu, Z. (2017). A comparative study on parenting of preschool children between the Chinese in China and Chinese immigrants in the United States. Journal of Family Issues, 38(9), 1262–1287. https://doi.org/10.1177/0192513X15619460

Chen, J. J., Li, H., & Wang, J. (2017). Implementing the Project Approach: A case study of hybrid pedagogy in a Hong Kong kindergarten. Journal of Research in Childhood Education, 31(3), 324-341. https://doi.org/10.1080/02568543.2017.1309479

Chen, J. J., Martin, A., & Erdosi-Mehaffey, V. (2017). The process and impact of the Infant/Toddler Credential as professional development: Reflections from multiple perspectives and recommendations for policy. Early Childhood Education Journal, 45(3), 359-368. https://doi.org/10.1007/s10643-015-0767-5

Li, H., Yang, W., & Chen, J. J. (2016). From ‘Cinderella to beloved princess’: The evolution of early childhood education policy in China. International Journal of Child Care and Education Policy, 10(2), 1-17. https://doi.org/10.1186/s40723-016-0018-2

Li, H., Yang, W., Chen, J. J., & Huang, R. (2016). The development and future challenges of preschool education in China (In Chinese). Early Childhood Education (Educational Sciences), (11), 16-21.

Chen, J. J. (2016). The development of an interlanguage: An analysis of a Chinese student’s English writing. NYS TESOL Journal, 3(1), 47-56.

Chen, J. J., & de Groot Kim, S. (2014). The quality of teachers’ interactive conversations with preschool children from low-income families during small-group and large-group activities. Early Years: An International Research Journal, 34(3), 271-288.  https://doi.org/10.1080/09575146.2014.912203

Chen, J. J., & Liu, X. (2012). The mediating role of perceived parental warmth and parental punishment in the psychological well-being of children in rural China. Social Indicators Research, 107(3), 483-508. https://doi.org/10.1007/s11205-011-9859-9

Chen, J. J.-L., Chen*, T., & Zheng*, X. X. (2012). Parenting styles and practices among Chinese immigrant mothers with young children. Early Child Development and Care, 182(1), 1-21.  https://doi.org/10.1177/0192513X15619460

Chen, J. J., & Shire, S. H. (2011). Strategic teaching: Fostering communication skills in diverse young learners. Young Children, 66(2), 20-27.

Chen, J. J.-L. (2010). Gender differences in externalising problems among preschool children: Implications for early childhood educators. Early Child Development and Care, 180(4), 463-474. https://doi.org/10.1080/03004430802041011

Chen, J. J.-L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183-198. https://doi.org/10.1177/0143034308090059

Chen, J. J.-L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127. https://doi.org/10.3200/MONO.131.2.77-127   [Article derived from dissertation research]

   (Google Scholar Citation Count: 529 as of July 30, 2024) 

Yeh, C. J., Chen, J., Kwong, A., Chiang, L., Wang, Y.-W., & Pu-Folkes, F. (2002). Educators of Asian bilingual students: Pedagogical techniques, strategies and challenges. Journal of Multilingual and Multicultural Development, 23(4), 296-315. https://doi.org/10.1080/01434630208666471

*Kean former student.

Book Chapters, Book Review, and Other Publications:

Chen, J. J., & Battaglia, D. (2023). Introduction and book overview. In Brillante, P., Chen,   J. J., Cuevas, S. et al. (Eds.), Casebook: Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (p. 1-5). NAEYC.

Chen, J. J. (2023). Part 8: Supporting dual language learners and respecting cultural and linguistic diversity. In Brillante, P., Chen, J. J., Cuevas, S. et al. (Eds.), Casebook: Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (p. 172-173), NAEYC.

Erdosi, V., & Chen, J. J. (2023). Engaging dual language learners in conversation to support translanguaging during small-group activities. In Brillante, P., Chen, J. J., Cuevas, S. et al. (Eds.), Casebook: Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (p. 178-182). NAEYC.

Chen, J. J., & Adams*, C. B. (2022). Facilitating preschoolers’ emergent literacy development through a Digital Library. Childhood Education, 98(1), 64-69. https://doi.org/10.1080/00094056.2022.2020553                    

Chen, J. J. (2017). Early childhood policy in China. In L. Miller, C. Cameron, C. Dalli, & N. Barbour (Eds), SAGE handbook of early childhood policy 

(pp. 165-179). SAGE Publications, Inc. 

Hong, X., & Chen, J. (2016). A critical analysis of the changing landscape of early childhood education in mainland China: History, policies, progress, and future development. In H. Li, E. Park, & J. Chen (Eds.), Early childhood education policies in Asia Pacific: Advances in theory and practice (pp. 31-50). Springer. 

Li, H., Park, E., & Chen, J. (2016). Different problems, same themes: A summary of this book.  In H. Li, E. Park, & J. Chen (Eds.), Early childhood education policies in Asia Pacific: Advances in theory and practice (pp. 285-289). Springer.

Li, H., Park, E., & Chen, J. (2016). Preface: From sound bites to sound solutions: Advancing the policies for better early childhood education in Asia Pacific. In H. Li, E. Park, & J. Chen (Eds.), Early childhood education policies in Asia Pacific: Advances in theory and practice (pp. vii-xiii). Springer. 

Chen, J. J. (2016). Factors affecting the formation and reformation of ethnic identity: A study of the psychological well-being of Chinese immigrant adolescents. In R. Bowers (Ed.), Psychological well-being: Cultural influences, measurement strategies and health implications (pp. 129-143). Nova Science Publishers.

Chen, J. J. (2016). Educating English language learners for success in the 21st century: Facilitating their acquisition of multiliteracies. In M. Yildiz & S.  Keengwe (Eds.), Handbook of research on media literacy in the digital world (pp. 75-90). IGI Global. https://doi.org/10.4018/978-1-4666-9667-9.ch004

Chen, J. (2015). Effective teaching strategies for facilitating the language acquisition of English language learners. Idiom, 45(2), 14-16.

Chen, J. (2014). What is dual language immersion, and what does research say about its effectiveness? In K. N. Nemeth (Ed.), Young dual language learners: A guide for PreK-3 leaders (pp. 89-90). Philadelphia, PA: Caslon Publishing. 

Chen, J. J.-L. (2013). Gifted and talented education in New York City: One Chinese family’s perspective and experience. In J. Cai & D. Yun (Eds.), Gifted education in the USA (pp. 167-175) [in Chinese]. China: Zhijiang Education Publisher.

Chen, J. (2013). Preschool programs. In Ainsworth, J. (Ed.), Sociology of education: An A-to-Z guide (Vol. 2, pp. 600-604). Sage Publications. 

Chen, J. (2013, March 29). [Review of the Book Language building blocks: Essential linguistics for early childhood educators, by A. Pandey]. Teachers College Record, http://www.tcrecord.org ID Number: 17067. https://doi/org/10.13140/RG.2.2.12506.04800 

Chen, J. (2010). Supervised fieldwork guide. Kean University. 

Chen, J. & Yildiz, M. (2010). Preparing English language learners for academic success in the 21st century: Teaching multiple literacies. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3152-3155). AACE.

Yildiz, M, & Chen, J. (2010). Global Literacy Project: Connecting Turkish-American students to their heritage language, culture, and history through media literacy. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 

  (pp. 2559-2562). AACE.

Tracey, D. H., & Chen, J. J.-L. (2009). Editors’ introduction. Journal of School Connections, 2(1), 1. Kean University.

Chen, J. J.-L. & Tracey, D. H. (2008). Editors’ introduction. Journal of School Connections, 1(1), 1. Kean University.

Chen, J. J., & Tracey, D. H. (2008). Journal of School Connections. College of Education News, 11(5), 18. Kean University. 

Chen, J. J., & Weiland, L. (2007). Helping young children learn mathematics: Strategies for meeting the needs of diverse learners. Exchange, 174, 

46-47 & 50-51. 

Chen, J. J.-L. (2007). Achievement motivation among Chinese immigrant and Chinese  American students: Examining cultural, psychosocial, and 

socio-historical contexts. In P. R. Zelick (Ed.), Issues in the psychology of motivation (pp. 97-113). Hauppauge, NY: Nova Science Publishers.

Chen, J. J. (2007). Possibilities abound: Utilizing technologies and children’s literature to promote multicultural understanding. College of Education News, 11(4), 28 & 31. Union, NJ: Kean University.

Chen, J. J.-L. (2005). Perceived academic support from parents, teachers, and peers:  Relation to Hong Kong adolescents’ academic behavior and achievement in Family Involvement Research Digest. Cambridge, MA: Harvard Family Research Project. 

   https://archive.globalfrp.org/publications-resources/publications-series/family-involvement-research-digests/perceived-academic-support-from-parents-  

    teachers-and-peers-relation-to-hong-kong-adolescents-academic-behavior-and-achievement

Chen, J. J., & Yang, Y. (2003). Implications of Harvard admissions system on Chinese universities [in both English and Chinese]. Higher Educational Research in Areas of Communications, 65(1), 19-25.

*Kean current/former student.

Publications in PsycTESTS:

Chen, J. J., Li, Z., Rodrigues, W., & Kaufman, S. (2022). Teacher Stress Scale (TSS) [Database record]. APA PsycTests. PsycTests ID: 999985552. https://doi.org/10.1037/t85552-000

Chen, J. J., Li, Z., Rodrigues, W., & Kaufman, S. (2022). Teacher Thriving Scale (TTS).  [Database record]. APA PsycTests. PsycTests ID: 999985551. https://doi.org/10.1037/t85551-000

Chen, J. J.-L. (2005). Chen, J. J.-L. (2005). Perceived Friend/Peer Academic Support Scale (PFASS) [Database record]. APA PsycTests. ID: 999902757. https://doi.org/10.1037/t02757-000

Chen, J. J.-L. (2005). Perceived Academic Engagement Scale (PAES) [Database record]. APA PsycTests. ID: 999902758. https://doi.org/10.1037/t02758-000

Chen, J. J.-L. (2005). Perceived Parental Academic Support Scale (PPASS). [Database record]. APA PsycTests. ID: 999902755. https://doi.org/10.1037/t02755-000

Chen, J. J.-L. (2005). Perceived Teacher Academic Support Scale (PTASS). [Database record]. APA PsycTests. ID: 999902756. https://doi.org/10.1037/t02756-000