Dr. CHI Jin is currently an Associate Professor in the Institute of Teacher Education Research, Faculty of Education at Beijing Normal University. She holds a PhD from The University of Hong Kong in 2004. She has been an Echidna Global Scholar at the Brookings Institution, a Program Specialist at UNESCO International Research and Training Centre for Rural Education, and a Visiting Scholar at Georgetown University. She has years of university teaching and research experience, as well as program management experience in international educational organizations. Her work focuses on quality learning and sustainable development; in particular child development and education, teacher education and policy, and rural women and girls’ education and development. Currently, she works with international research collaborators on gender and early childhood teachers; creative learning and innovative teacher workforce; teacher policy in education systems.  

Email: xuchi@yahoo.com
                                                                    

EDUCATION                                                                                          

01-04  Ph.D. The Faculty of Education, The University of Hong Kong

96-99  M.Ed. The Faculty of Psychology, Beijing Normal University

92-96  B.A. English Literature and Linguistics, Beijing Normal University

19       Confratute, University of Connecticut, US

19       5L Education Diplomacy Leadership, CEI, Washington DC, US

14       International Leadership Training at the Leadership Institute, US

11       The 11th Asia-Pacific Program on Education for International Understanding, UNESCO APCEIU, Seoul, The Republic of Korea

05       Tertiary Education Teacher Certificate, Higher Education Teacher Training, Beijing

03       Advanced Teacher Training at The University of Hong Kong

 

 

AWARDS

-Citation for Excellent Work in the 4th World Conference on Women, The Organizing Committee of the United Nations

-Echidna Global Scholarship, Echidna Giving

-China Scholarship Council Award

-University Young Scholars Award

-Overseas Returned Talented Scholar

-Sik Sik Yuan Research Fund (3 times)

-Excellent Postgraduate Student Award

-Champion in the “Jingshi” English Speech Contest

 

 

EMPLOYMENT

18-      Associate Professor, Center for Teacher Education Research,   Beijing Normal University, Key Institute of Humanities & Social Sciences, MOE

18       Echidna Global Scholar, Brookings Institution, Washington DC, US

10-18  Program Specialist, UNESCO International Research & Training Centre for Rural Education

14-15  Visiting Scholar, Edmund A. Walsh School of Foreign Service, Global Human Development Program, Georgetown University, US

12       Program Specialist, UNESCO Asia-Pacific Network for International Education and Values Education

11-      Associate Professor, Beijing Normal University

04-11  Associate Professor, Faculty of Education, China Women’s University

04-07  Co-Director, Chinese Teacher Training Centre, International Schools in China

99-01  Assistant Editor, Social Sciences, International Cooperation Department, China Renmin University

 

 

RESEARCH AND PROJECTS (selected)  

18-    Deep learning in kindergarten teaching and practices: A curriculum gamification perspective, supported by Chinese Society of Educational Development Strategy Gender pedagogy: Observations of early childhood educators in China and Sweden, funded by Rockefeller Philanthropy Advisors Participation in the project Revising China Teacher’s Law, task group leader on early childhood teacher workforce, funded by MOE in China

 

11-18  Gender equality and education leadership, Education and development for Chinese rural women and girls, involving the design, strategic planning, management, implementation, evaluation of the research and advocacy, capacity building, knowledge management, and partnership building on girls and women’s social and educational empowerment, supported by UNESCO INRULED and Beijing Normal University Education for inclusive and sustainable rural development, addressing factors such as poverty, location, gender, disability, ethnic origins Interventions for Efficiency and Effectiveness of Educational System:    Empirical Evidence Project co-leader, Situation Analysis of Basic Education in mid and western areas in China, a study to inform the strategic design of basic education program, supported by Save the Children

 

11-14   Capacity building and technical support for leadership programs sponsored by Ministry of Commerce in China, and international education graduate programs in universities in Shanghai, Zhejiang and Beijing, attended by educational leaders from African developing countries Project leader in China, Comparative research on Children’s Financial Empowerment, including needs assessment, financial education and empowerment in kindergartens and families, collaborated by researchers from Brazil, China, Mexico, India and US, collaborated with Mediakids and funded by Sesame Street Involvement in The decade review of Education for All in Asia and the Pacific (in Chinese), particularly on early childhood care and education, collaborated with UNESCO Bangkok Key project Instruction of Children’s Shared Book Reading, funded by China’s Education Association ICT Competency Framework for Teachers, collaborated with UNESCO Institute for Information Technologies in Education

 

06-11  Participation in the project of the establishment of Applied Psychology Department, and the project disciplinary development of Education and Child Development Department in China Women’s University, funded by Beijing Education Planning Program, Beijing Educational Science Research Fund  Mentor Program for Migrant Children in Beijing, sponsored by Hong    Kong Youth Development Fund Supervision of the project Life Education in Kindergartens in Beijing, supported by University Entrepreneurship Fund Capacity Building of Educational Social Organizations in China, funded by Ministry of Education in China

 

05-08  Primary Investigator, Characters and Knowledge as A World Citizen (through traditional and technological media), collaborated with researchers from Egypt, Mexico, US and China, collaborated with Mediakids and funded by Sesame Street Participation in Learning and Psychological Development of Migrant and Left-behind Children, funded by Ministry of Education in China Chinese Language Assessment of Primary School Students in China, funded by University Young Scholars Awards Micro-teaching and Preschool Teacher Training, funded by Beijing Educational Science Research

 

03-05  Shared Book Reading in Kindergartens and Primary Schools, funded by Ministry of Education in China

 

01-04  Participation in Cross-cultural Study on Comparing Indian and Chinese Children’s Learning in School and Family Contexts, undertaking the project in rural and urban China, supported by Sik Sik Yuan Research fund

 

96-99  Participation in Cross-cultural Research on Children’s Socialization and Family Influence, collaborated with Canada Participation in Research on Infant Psychological Development，collaborated with Berkley University Participation in National Medical program on infant motor and social development; Participation in Comparative study on children’s mathematic learning;Emotional regulation and teacher’s emotional intelligence, collaborated with The University of California Chinese Children’s English Language Teaching and Learning Participation in Educational Evaluation and Rectification of Teachers in Primary Schools, funded by Ministry of Education in China, etc.  

    

 

PUBLICATIONS (selected)

Books:

• Chi, J. & Velez, E. (2019). Interventions to Improve the Quality of Education Systems (in Chinese). Beijing Normal University Publishing Group.

• Chi, J., Zhang, L.L. & Li, G.Q. (2016). Access, Quality and Empowerment: 20 Years Development Experience and Innovation in Girls’ Education in Rural China (in Chinese). World Book Publisher China Publishing Group.

• Chi, J., Liu, W. & Bu, W. (2014). Education, Media and Sexuality Health Services for Girls and Women: 20 Years Experience of China’s Policy and Practice. Path International.

• Feng, Y., Chi, J., Livesey, A. & Yang, L.C. (2014). Rural Women's and Girls’ Participation and Leadership for Community Development. Path International.

• Chi, J. (2013). Access, Quality and Empowering Girls through Education: Innovations and Experience in China. UNESCO International Research and     Training Centre for Rural Education.

• Chi, J. (2008). Values Influence Growth: Contextual Variations among Urban and Rural Chinese Families (in Chinese). Gansu Education Press.

• Chi, J. (2007). Early Childhood Development (in Chinese). China Social Sciences Press.

• Shan, X. H., Chi, J. (1999). Reference Book for Mental Health Education (in Chinese). Volume One.  Reference Book for Mental Health Education (in Chinese). Volume Two. Hebei Education Press.

• Chi, J. & Zheng, X.R. (Eds.) (2014). Women and Leadership International Training Manual Series (English version and Chinese version): (i) Women's Participation and Leadership in Community Development; (ii) Women and Leadership in Education; (iii) Health Education for Women. UNESCO International Research and Training Centre for Rural Education and Beijing Normal University.

• Chi, J. & Zheng, X.R. (Eds.) (2014). Rural Girls and Women’s Education and Development: China’s Experience Series (English version and Chinese version): (i) Empowering Women and Promoting Community Transformation: The Case of Zhoushan; (ii) The Local Drives the Central, Women Lever the State: Chinese Experiences in Combating Domestic Violence against Women Since 1995; (iii) Sexual and Reproductive Health Education and Service for Young People in China; (iv) Gender Equality in the Promotion of Reproductive Health; (v) Access, Quality and Empowering Girls through Education; (vi) Gender, Media, and Communication Activism in China（1995-2012）.  UNESCO International Research and Training Centre for Rural Education.

• Chi, J., Du, F.Q. & Yin, H. (Eds.) (2013). Localized Approach and Sustainable Strategies: Rural Women Development in China (in Chinese). UNESCO International Research and Training Centre for Rural Education and Tianjin Normal University.

• Chi, J. & Jiang, Y. (Trans.). (2016). Guidelines on Adaptation of the UNESCO ICT Competency Framework for Teachers (in Chinese). UNESCO International Research and Training Centre for Rural Education and UNESCO Institute for Information Technologies in Education. World Book Publisher China Publishing Group.

• Chi, J. (Trans.). (2015). Asia-Pacific End of Decade Notes on Education for All：Early Childhood Care and Education (in Chinese). UNESCO International Research and Training Centre for Rural Education and UNESCO Bangkok Office.

 

Papers and Articles:

In English:

• Chi, J. (2018). The Pathway for Gender Equality in Early Childhood Teacher Policy. Brookings Institution, Washington DC.

• Chi, J. (2018). The Importance to Gender Perspective in Early Childhood Education Policy. Brookings Institution, Washington DC.

• Chi, J. (2018). Why Gender Perspective Is Important for Early Childhood Educators in China. Brookings Institution, Washington DC.

• Velez, E. & Chi, J. (2018). Teaching for Success. Teacher Policies in Shanghai and Lessons for Central America. Inter-American Dialogue/Inter-American Development Bank, Washington DC. (in English; in Spanish)

• Chi, J. & Velez, E. (2017). How can education system get quality teachers. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Velez, E. (2017). Girls education: Why to invest, what works and China’s experience. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Chi, J., Colbert V. & Velez, E. (2016). Improving teaching and learning in low-income schools. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Velez, E. (2015). Education investment in early childhood development. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Fisch, S., Chi, J., et al (2014). Financial empowerment initiative for children formative study. Metlife and Sesame Street.

• Fisch, S., Hsueh, Y., Chi, J., et al (2010). Crossing boarders: Learning from educational media in 4 countries. Televizion, 3, 42-45.

• Chi, J. (2005). Family environments for children’s educational attainment: Observations from rural and urban Chinese families. Research Studies in Education, 2. The University of Hong Kong.

• Chi, J. (2004). Parental explanations for children’s educational attainment: Evidence from rural China. Research Studies in Education, 1. The University of Hong Kong.

• Chi, J. & Rao, N. (2003). Parents’ beliefs about school learning and children’s academic attainment: Evidence from rural China.  Ethos, 31 (3), 330-356.  

• Series of newsletters and reports written for UNESCO International Research and Training Centre for Rural Education.

 

In Chinese:

• Chi, J., Li, N. (2019). Observation on the Qualification and Recruitment System for Building up Kindergarten Teacher Workforce in China. Education Development Research 4, 32-36.

• Chi, J. (trans.) (2019). Singleton, J. The head, heart, and hands model for transforming learning. Journal of World Education 2, 18-26.

• Chi, J., Colbert V. & Velez, E. (2018). Improving teaching and learning in low-income schools: Is “Escuela Nueva” an option? Journal of Schooling Studies 15 (2), 25-34.

• Chi, J. & Wang, M. J. (trans.) (2018). Weissman, N. Sustainability and Humanity Education. Journal of World Education 11, 27-33.

• Chi, J. & Velez, E. (2017). Investment and interventions in early childhood development. Journal of Schooling Studies 14 (5), 11-22.

• Chi, J. (trans.) (2017). Abadzi, H. Vision before comprehension: Neglected variables affect the performance of low-income students. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Velez, E. (2016). Investment and interventions in early childhood development: International empirical evidence. Interventions for Efficiency and Effectiveness of Educational System. UNESCO International Research and Training Centre for Rural Education.

• Chi, J., Colbert V. & Velez, E. (2016). Improving teaching and learning in low-income schools: The “Escuela Nueva” model. Interventions for Efficiency and Effectiveness of Educational System. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Velez, E. (2015). Physical conditions of schools and educational results. Interventions for Efficiency and Effectiveness of Educational System. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Velez, E. (2015). Why invest in education: An economic perspective. Interventions for Efficiency and Effectiveness of Educational System Technical Notes. UNESCO International Research and Training Centre for Rural Education.

• Chi, J. & Yin, H. (2014). Decade review of early childhood care and education in Asia and the Pacific, Journal of World Education Information 21, 15-21.

• Chi, J., Hu. X.Y. & Shen J. L. (2008). Family socioeconomic background and life satisfaction of left-behind children in rural China. Psychological Research, Vol2.

• Chi, J., Hu. X.Y. & Shen J. L (2008). Comparing the emotional characteristics of rural children of different left-behind types. Research on Educational Science, Vol.2.

• Chi, J. (2008). Cooperative teaching: Principles and techniques. Journal of China Women’s University.

• Chi, J. (2008). Children’s understandings of authority and rules. Parenting and Rooted Education, Vol3 (5).

• Chi, J. (2008). Children’s unique intelligence. Parenting and Rooted Education, Vol13(6).

• Chi, J. (2007). Interview techniques. In Preschool Education and Development Studies. China Social Sciences Press.

• Chi, J. (2003). Chinese mothers’ beliefs about education and children’s behavioral

 characteristics. Educational Research and Experiment, 2, 44-49.

• Chi, J. (2001). Problem behavior of adolescents and psychological guidance. Adolescent Psychology. People’s Education Press.

• Chi, J. & Wang, Y. (1999). The progress on infant social referencing ability. Psychology Development and Education.

 

Chapters:

• Rao, N., Chi, J. & K. M. Cheng. (2009). Teaching mathematics: Observations from rural and urban Chinese classrooms. In Chan, C. & Rao, N. (Eds.) Revisiting the Chinese Learner: Psychological and Pedagogical Perspectives. The University of Hong Kong: Comparative Education Research Centre/Springer Academic Publishers.  

• Chi, J. (2001). Diagnosis and treatment on psychological problems of adolescents. In Chen, H.Ch. & Chi, L.Zh. (Ed.) Special Issue on Adolescent Psychology. Beijing: People’s Education Press.

 

Interviews:

• How has the coronavirus impacted classroom: On the frontlines with Dr. Jin Chi of Beijing Normal University. Education Plus Development. Interviewed by Rebecca Winthrop. (02-27-2020). Brookings Institution.

• Four leaders in girls’ education share their stories and policy ideas. Interviewed by Christina Kwauk. (11-2018). Brookings Institution.

 

Conference Publications:

• Chi, J., & Guo, J. (2020). Gender Responsive Teaching Practices in the Kindergartens. Paper presentation in Chi, J. Symposium Chair for Education and Gender Identity in Early Years, at International Society for the Study of Behavioral Development Conference,Greece.

• Chi, J. (2019). School enrichment model and innovative teacher professional development.  Keynote speech at The Annual Conference for Teacher Education, Beijing.

• Chi, J. (2018). Gender perspective in early childhood teacher policy. Presentation invited for Teacher, China Forum, by Center for Teacher Education Research, Beijing Normal University, Key Institute of Humanities & Social Sciences, MOE.

• Chi, J. (2018). The pathway for gender equality in early childhood teacher policy. Girls’ Education Research and Policy Symposium Creating systems change for girls. Brookings Institution. Washington DC, US.

• Chi, J. & Velez, E. (2017). Effective Strategies to Improve Teacher Quality. Conference presentation at KDP 51st Biennial Convocation, Pittsburgh, US.

• Chi, J. & Velez, E. (2016). Physical conditions of schools and educational outcomes. Conference presentation at 18th UNESCO-APEID International Conference In Pursuit of Quality Education: The Past, Present and Future, Bangkok, Thailand.

• Chi, J. & Velez, E. (2016). Investment and interventions in early childhood development. Conference paper for XVI World Congress of Comparative Education Societies, Beijing, China.

• Chi, J. Colbert V. & Velez, E. (2016). Improving teaching and learning in low-income schools: Is “Escuela Nueva” an education model for rural East Asia? Conference paper for XVI World Congress of Comparative Education Societies, Beijing, China.

• Chi, J. (2015). Rural girls’ education and development: Equity and empowerment interventions in China. Presentation invited by Global Human Development at Walsh School of Foreign Service, Georgetown University, Washington D C, US.

• Chi, J. (2015). UNESCO initiatives and trends in international education. Presentation invited by Beijing International Studies University, China.

• Chi, J. & Frutos, A. (2015). Individual integration: Social organizations for children with special needs in China and Spain. Poster presentation for the International Society for Study of Behavioral Development Conference, Vilnius, Lithuania.

• Chi, J. (2014). Improving learning: Evidence and practices in China. Presentation invited by Global Human Development at Walsh School of Foreign Service, Georgetown University, Washington D C, US.

• Chi, J. (2014). Trend analysis of international education policy 2012-2014. Presentation invited by Beijing Normal University, China.

• Chi, J. (2013). New media and women’s leadership: Pilot and practices in China. Presented at eLearning Africa 2013, Windhoek, Namibia.

• Chi, J. (2013). Girls’ and women’s education and leadership: Innovations in Chinese contexts. Invited speech and presentation at South Africa University. South Africa.

• Chi, J. (2013). Learning and leadership for the developing world. Invited speech on UNESCO INRULED Student Debate.

• Chi, J. & Fan. W. (2013). The application of personality and leadership assessment in African young leaders. Presentation at International Symposium on Cross-cultural Personality and Leadership Assessment, Hong Kong.

• Chi, J. & Guo, J. (2012). Towards equity: Transforming priority of early childhood care and education policy in China. OMEP World Conference, Brazil.

• Wang, D.H. & Chi, J. (2011). Literacy matters: Empowering women in Chinese cultural contexts (Country Report). International Conference on Women’s Literacy for Inclusive and Sustainable Development, New Delhi, India

• Fisch, S.M., Hsueh, Y., Chi,J., et al (2010).  Learning diversity: Children’s learning from media in four countries.  Invited address presented at Prix Jeunesse, Munich, Germany.

• Fisch, S.M., Hsueh, Y., Chi,J., et al (2009). Can children learn global citizenship from educational media? An international assessment, presentation on Society for Research in Child Development conference in US, Colorado, and International Communication Association conference in US, Chicago

• Chi, J., Shen J. L. & Hu, X.Y. (2008). Family Background and the Emotional Characteristics of Left-behind Children in Rural China: Observations of Socio-economic Constraints. Poster presentation for the International Society for Study of Behavioral Development Conference, Wurzburg, Germany.

• Rao, N. Pearson, E. & Chi, J. (2006). Chinese beliefs about socialization and school learning: Views of parents, teachers and children. Paper presentation for International Society for Study of Behavioral Development Conference, Melbourne, Australia

• Rao, N. & Chi, J. (2005). Teaching Mathematics: Observations from rural and urban Chinese classrooms. Presentation for the Society for Research in Child Development Conference, Atlanta, US.

• Chi, J. & Rao, N. (2003). Characteristics of an ideal child: Views of Chinese parents. Presented at the Annual conference of Comparative and International Education, Salt Lake City, US.

• Chi, J. & Rao, N. (2003). Chinese parents’ and teachers’ beliefs about school learning. Paper presented at the Society for Research in Child Development Conference, Tampa, US.

• Chi, J. & Rao, N. (2002). Chinese rural parents’ beliefs about education. Paper presented at the Worldwide Comparative Education Forum, Beijing, China.

• Chi, J. & Rao, N. (2002). Parents’ beliefs about school learning and children’s academic attainment: Evidence from rural Chinese families. Presentation at International Society on Study of Behavioral Development, Ottawa, Canada.

 

 

TEACHING

University graduate and postgraduate seminars:

Education and Development (English Instruction)

Qualitative education research methods (English Instruction)

Educational psychology (English Instruction)

Early childhood education in China (English Instruction)

Life education (Bilingual)

Child psychology and education (Chinese Instruction)

 

International leadership capacity building program seminars (English Instruction):

Education and Rural Development Training Program for educational leaders

Learning and Leadership international training program

Girls and Women’s Education and Leadership training for African female principals, and leadership training program for African educational leaders.

 

 

SERVICES

Country Lead, Childhood Education International

International Committee Member, KDP International Honor Society in Education

Vice Secretary General, Beijing Vocational Early Childhood Education Group

Editorial Committee, Early Childhood Public Policy Observation; Yiyang Early Childhood Education Review

Reviewer, 5L Leadership online program, Childhood Education International

Steering Committee, Regional network of Flexible Learning for Out-of-School-Children in Asia and the Pacific

Program Specialist, UNESCO Asia-Pacific Network for International Education and Values Education

Consultant, Research Centre for UNESCO at Beijing International Studies University

Reviewer, Ethos, American Anthropology Association journal

Member, Beijing Society of Research on Early Childhood Education, International Society for the Study of Behavioral Development

 

 

CONFERENCES/VISITS (selected)

10- International advocacy for education and development in early years, and for the underserved population particularly girls in poor areas, being invited to present and participate at 2018 UN General Assembly (UNGA), the initiation of Obama Foundation’s Global Girls Alliance, theme speaker and panelist the international symposium Making early childhood education in the eco-system of girls’ education at Brookings Institution

 Meetings with UN organizations, foundations, global networks, think tanks, meetings and visits in Africa with UNESCO IICBA in Ethiopia, FAWE, and UN agencies in Kenya, CIEFFA in Burkina Faso, universities and schools in Namibia, UNISA in South Africa, etc.

Conferences and meetings in the Asia-Pacific Region, working with UNESCO Bangkok Office, UNESCO and UNICEF Beijing Office, UNESCO APCEIU, ASEAN China Centre, Save the Children, Plan International, Ford Foundation etc.

Fieldwork and visits at different educational levels in eastern, mid and western regions in China, including rural and urban areas in high-performing local systems in Zhejiang and Shanghai, and average and low-performing local systems in Hunan and Xinjiang in China;

International Seminars on Girls and Women’s Education and the launching of projects under UNESCO-HNA trust funds partnership on girls and women’s education, Beijing, China;

The Transformative Power of Early Childhood Development for Equitable Development, Anti-poverty and Asia-Pacific Early Childhood Development Conference, Beijing, China;

International Seminar on Girls’ and Women’s Education, Beijing, China; Organization of South-South Dialogue on Gender Equality and Leadership in Education, Beijing, China;

Early Childhood Pathways to Sustainability, Washington DC, US; Education for All 2000-2015: Achievements and Challenges, World Bank Group, Washington DC, US;

ADEA’s Triennale on Education and Training in Africa, Ouagadougou, Burkina Faso;

E-Learning Africa, Windhoek, Namibia;  

Involvement in the organization as well as participation in the 3rd International Congress on Technical and Vocational Education and Training “Transforming TVET: Building skills for work and life” by UNESCO, Shanghai, China;

The 7th, and the 8th Educational for All Summit, Ministry of Education, Beijing, China; Education Social Organization Conference, Xian, China;

Teacher Education International Forum, UNESCO APNIEVE, Shanghai; International Forum on Inter-governmental Organization and Educational Development, Shanghai; Forum on International Curriculum, Ministry of Education, Shanghai, China;

International Forum on Children’s Early Development, and the Organization of Kindergarten Principal Workshops on Pedagogy of Education for International Understanding, Beijing, China;

Dujiangyan International Forum—UNESCO Chengdu Conference Quality, Equity and Internationalization of Education, Sichuan, China.

01-09  Being sponsored to professional conference in Psychology and Education, for presentations (ISSBD, SRCD, CIES, etc.) and academic visits, in African, American, Asia-Pacific, and European countries.