Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application.

At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy "Suspension of classes without suspending schooling" for the spring semester of 2020. However, the drawbacks of online teaching (e.g.

New Directions in Talent Development Research: A Developmental Systems Perspective.

Talent development constitutes an important phenomenon of human development; yet it is rarely considered a mainstream topic in the field of child and adolescent development. Conversely, in the field of gifted and talented studies, various talent development (TD) models developed in the past have had minimal interaction with the literature on child and adolescent development, despite the urgent need for TD models and theories that focus on developmental processes rather than individual traits. In this article, I first identify reasons why talent development has been overlooked, and why existing TD models were not able to pick up the slack.

Parental psychological control and academic functioning in Chinese high school students: A short-term longitudinal study.

The present study aimed to examine the reciprocal relationship between parental psychological control and students' academic functioning in urban China. Participants were 731 Chinese high school students in grade 10 (356 boys; M  = 15.64 years, SD = 0.

QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving.

The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on cognitive processes to a more inclusive view of creative problem-solving as socially negotiated and culturally modulated, carrying important cultural functions.