个人简介
EDUCATION AND PROFESSIONAL CREDENTIALSDegrees Date Institution MajorPhD August 2004 The Ohio State University Educational Research (Minor:Teaching English as a Second orForeign Language) MS June 2004 The Ohio State University Applied Statistics MA April 1996 Northwest PolytechnicalUniversity Applied LinguisticsBA July 1987 Xi’an Jiaotong University English for Science and Technology PROFESSIONAL EXPERIENCETeachingDates Institution Responsibilities/Nature of work05/19- present University of Macau Distinguished Professor of Quantitative Research Methods/Dean of Faculty of Education. 08/04-05/19 UNC - Charlotte Assistant Professor (2004), Associate professor& Tenure (2010), Professor (2015) – Teacheducational research courses and advisemaster’s and doctoral students, conductingresearch to promote children’s learningprocess, and serve on departmental, college,and university levels committees. Curriculumdesign, supervising, and directing the Ph.D.Program in Educational Research,Measurement, and Evaluation. 06/03 – 05/04 Cardinal Health, Inc. Teach English for Specific Purposes toaccountants with limited English proficiency. 01/99 – 05/99 Password, Brazil Teach business English to employees withlimited English proficiency of ABB FinancialServices, ADtrans, and Perdigao. 12/98 – 05/99 University of SaoPaulo Teach Chinese literature to college students.01/89 – 12/98 Xi’an Jiaotong University Teach undergraduate and graduate level English courses and supervise master’sstudents. 01/89 – 03/90 Shangri-La GoldenFlower Hotel, Xi’an Teach English for tourism to Chineseemployees Research06/03 – 05/04 National DataEvaluation Center Statistical data analyses, writing statisticalreports, and statistical consultancy to teacherresearchers in Reading Recovery. 09/99 – 05/03 The Ohio StateUniversity Graduate Research Associate: Code videotapedproblem-solving behavior, categorize students’strategic behaviors, and create and maintaindatabases. Administration06/16 – 06/18 UNC Charlotte Director, Ph.D. in Educational Research,Measurement, and Evaluation. 06/01 – 08/03 The Ohio StateUniversity Graduate Administrative Associate:Database maintenance and office work 09/94 – 06/97 Xi’an JiaotongUniversity Chair of the English Department: Curriculumdesign of the required courses for Englishmajor students, coordination with Britishexperts from the British Council and Americanexperts from different universities in theUnited States, and the training of juniorteachers of English. TEACHING/CURRICULUM DEVELOPMENTCourses Taught Course number Title RSCH 6101 Introduction to Educational Research RSCH 7111/8111 Qualitative Research Methods RSCH 6110/8110 Descriptive and Inferential Statistics RSCH 8120 Advanced Statistics RSCH 8210 Applied Research Methods RSCH 8800 Independent Study in Research (Hierarchical Linear Models) RSCH 8160 Hierarchical Linear Models ADMN6000/8000 Comparative Education: China’s Preparation for the 21st Century Advising/Student-directed Scholarship Served as the Chair on 6 doctoral dissertation committees: 2 completed and 4 on-going. Served as the research methods person on 76 doctoral dissertation committees: 67 completed, 8 on-going, and 1 not completed (ABD). Served as the research methods person on 11 master level thesis committees: 10 completed, and 1 on-going.SERVICE/OUTREACH/ENGAGEMENTService to the University University Data and Research Oversight Committee (2008-present) International Education Award Selection Committee (2013-2014) Summer Diversity Institute Planning Committee (2013 – 2014) University Faculty Academic Policies and Standards Committee (2011-2013) College of Education Review Committee (2011 – 2013) College of Education Internationalization Committee (2007-2009 & 2010-2012) Faculty Research Grants Committee, UNC -Charlotte (2005-2007 &2009-2011). Academy of Qualitative Research Board, UNC Charlotte (2006 – 2012). Faculty Competitive Grants Committee (Representative), UNC-Charlotte (2008 – 2010). College of Education Diversity Committee (2008 – 2011). Faculty Curriculum/Instructional Development Grants Committee, UNC - Charlotte (2006 – 2008). University Institutional Review Board (IRB) for Research with Human Subjects (2005 – 2008). College Annual Faculty Research Award Committee, UNC Charlotte (2007-2008) College Annual teaching Award Committee, UNC Charlotte (2006 – 2008) Unit Governance and Resources subcommittee of the Committee for Accreditation/Continuous Improvement, UNC Charlotte (2007 – 2008) Professional Education Council, UNC – Charlotte (2006 – 2007). College Social Committee (Member), UNC – Charlotte (2004-2005). Department Search Committee (2005-2006) School of Teaching and Learning Graduate Studies Committee (Student Representative), The Ohio State University (2001 – 2003). Service to the ProfessionEditorial service Editor of the Journal of Applied Educational and Policy Research (2014 – present). Editorial Board Member and Consulting Editor of Journal of Special Education (2006 – present). Executive Peer-reviewer of Educational Technology & Society Journal (2009 – present). Editorial Board member of Multicultural Learning and Teaching (2006 – present). Editor-in-Chief of the New Waves – Educational Research & Development Journal (2007 – 2009). Co-editor of the Teacher Education Interest Section (TEIS) Newsletter of the association of TESOL (2003 – 2006).Professional leadership positions Membership Director of the Chinese American Educational Research and Development Association (2010 – present). Chair (2019), Roundtable Session: Understanding Language Use and Language Learning in Second Language Acquisition Classrooms. AERA,Toronto, Ontario, Canada. Chair (2019), Roundtable Session: Shifting Partnerships and Priorities for Organizing. AERA, Toronto, Ontario, Canada. President of the Chinese American Educational Research and Development Association (2008 – 2010). Vice-President of the Chinese American Educational Research andDevelopment Association (2007 – 2008).Professional consultation Board member of the Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing, China. Program evaluator for two grants from the US Department of Education. Program evaluator for three grants from National Science Foundation. Program evaluator for three Math Science Partnership (MSP) grants funded by North Carolina Department of Public Instruction. Program evaluator for one Math Science Partnership (MSP) grants funded by South Department of Education. Program evaluator for Charlotte Teachers Institute, Charlotte, NC. Program evaluator for South by South project, Charlotte, NC. Program evaluator for Reading Recovery, Columbus, OH. Provided consultation for textbook evaluation to the Central Office of Charlotte Mecklenburg Schools, Charlotte, NC. Service to the Community and PractitionersCommunity leadership positions Co-convener of the Diversity Gathering: A special project at 2004 TESOL convention in Long Beach.Community workshops and talks Provided statistical advice to mathematics teachers at North Carolina at a workshop sponsored by the Center of Mathematics, Science, and Technology Education at UNC – Charlotte. Invited paper presentation for 2005 ESL Symposium sponsored by the North Carolina State University ESL program Offered the Post-Presentation Discussions for attendees at TESOL 2005 convention. Organized the discussion group for ESL classroom teachers who plan to do research in their own classrooms. Served as a panel member for a seminar about research/dissertation process. Interpreted for the Office of International Programs at UNC – Charlotte for visitors from China. Panel member of 2007 College of Education Doctoral Research Forum at UNC Charlotte. Presentation at the Curriculum and Instruction Doctoral Seminar at UNC Charlotte entitled “Organizing for Success in the Doctoral Program and Beyond” on November 17, 2007.
近期论文
PublicationsBooks (ALL REFEREED) Wang, C., &Ye, F. (under contract). Hierarchical linear models for education and social science. Thousand Oaks, CA: Sage. Wang, C., Kolano, L., & Kim, D-H. (under contract). Educational practices in China, Korea, and the United States: Reflections from a study abroad experience. Charlotte, NC: Information Age Publishing. Wang, C., Ma, W., & Martin, C. L. (2015). Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences. Charlotte, NC: Information Age Publishing. Ma, W., & Wang, C. (2014). Learner’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States. Charlotte, NC: Information Age Publishing. Chen, J., Wang, C.,& Cai, J. (2010). Teaching and learning Chinese: Issues and perspectives. Charlotte, NC: Information Age Publishing. Wang, C.,& Wang, L. (2005). World’s classics: Pride and prejudice. Xi’an, Shaanxi, P. R. China: World Publishing House. Zhao, C., & Wang, C. (1996). Vocabulary, Grammar, and Error Identification for College English Test Band Six—Skills and Practice, Xi’an, Shaanxi: Xi’an Jiaotong University Press. P. R. China. She, H, & Wang, C. (1994). English Reading for Intermediate and Advanced Learners of English, Xi’an, Shaanxi: China World Publishing House. P. R. China. Li, R., Suo, Z., Guo, D, & Wang, C. (1993). How to Prepare Reading Comprehension for TOEFL, Xi’an, Shaanxi: Xi’an Jiaotong University Press. P. R. China. Book Chapters (ALL REFEREED; = data-based) Wang, C., & Kim, D-H. (2017). English-language learners in Chinese high schools: Self-efficacy profiles. In M. C. W. Yip (Ed.), Cognition, metacognition and academic performance: An East Asian perspective (pp. 27-39). New York, NY: Routledge. Martin, C. S., Polly, D., Wang, C., Lambert, R. G., & Pugalee, D. K. (2016). Primary grades’ teachers fidelity of implementation during mathematics professional development. In K. Dikatas (Ed.), Innovative Professional Development Methods and Strategies for STEM Education (pp. 33-52). Hershey, PA: IGI Global. Polly, D., Martin, C. S., Wang, C., Lambert, R. G., & Pugalee, D. K. (2016). Supporting the Enactment of Standards-based Mathematics Pedagogies: The Cases of the CoDE-I and APLUS Projects. In K. Dikilitaş (Ed.), Innovative Professional Development Methods and Strategies for STEM Education (pp. 139- 151). Hershey, PA: IGI Global. Polly, D., Martin, C. S., Wang, C., Lambert, R., Pugalee, D. K., & Middleton, C. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In M. Niess, K. Hollebrands, & S. Driscoll (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. (pp. 382-405). Hershey, PA: IGI Global. doi: 10.4018/978-1- 5225-0120-6.ch015 Wang, C., Hancock, D. & Campbell-Whatley, G.D. (2016). Data-driven formal and informal measures. In G. Campbell-Whatley, D. Hancock, & D. Dunaway (Eds), A School Leader’s Guide to Implementing the Common Core (pp. 37-51). Rutledge/Taylor Francis Group: UK. Wang, C., Ma, W., & Martin, C. (2015). Introduction to Chinese and American education: History and current challenges. In C. Wang, W. Ma, & C. Martin (Eds.), Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences (pp. 1-18). Charlotte, NC: Information Age Publishing. Huang, P., Wang, C., Xie, L. (2015). Self-efficacy beliefs and self-regulated learning strategies of Chinese students learning English as a second language and as a foreign language. In C. Wang, W. Ma, & C. Martin (Eds.), Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences (pp. 179-197). Charlotte, NC: Information Age Publishing. Martin, C., Wang, C., Ma, W. (2015). Conclusion: Implications for Chinese and American educational thinking and practices. In C. Wang, W. Ma, & C. Martin (Eds.), Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences (pp. 235-248). Charlotte, NC: Information Age Publishing. Wang, C., & Zuo, H. (2014). Understanding Chinese international students’ difficulties and strategies in learning English for academic purposes. In W. Ma & C. Wang (Eds.), Learner’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States (pp. 67-82). Charlotte, NC: Information Age Publishing. Wang, C., & Wang, W. (2014). Indirect versus direct instructional approaches to teaching research methodology. In W. Ma (Ed.), East meets west in teacher preparation: Crossing Chinese and American borders (pp. 97-109). New York, NY: Teacher’s College Press. Ma, W., & Wang, C. (2014). Why the educational community should care about the experiences and perspectives of Chinese students in the United States. In W. Ma & C. Wang (Eds.), Learner’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States (pp. 3-12). Charlotte, NC: Information Age Publishing. Algozzine, B., Porfeli, E., Wang, C., McColl, A., & Audette, R. (2012). Achievement gaps: Learning disabilities, community capital, and school composition. In W. Sittiprapaporn (Ed.), Learning disabilities (pp. 19-30). Rijeka, Croatia: In Tech. Retrieved from http://www.intechopen.com/articles/show/title/learningdisabilities-achievement-gaps-community-capital-and-school-composition Wang, C., Quach, L., & Rolston, J. (2010). Development of self-regulated learning strategies of Latino English language learners in urban classrooms within the U.S. south. In J. F. Arias & M. A. Eissa (Eds.), International handbook on applying self-regulated learning in different settings (pp. 117-138). Almeria, Spain: Education & Psychology I +D+ i. Chen, J., Wang, C., & Cai, J. (2010). Introduction: Teaching and learning Chinese in a global era - issues and perspectives. In J. Chen, C. Wang, & J. Cai (Eds.), Teaching and learning Chinese: Multiple perspectives (pp. ix - xx). Charlotte, NC: Information Age Publishing. Wang, C., Quach, L., & Rolston, J. (2009). Understanding English language learners’ self-regulated learning strategies: Case studies of Chinese children in U.S. classrooms and home communities. In C. C. Park, R. Endo, S. J. Lee, & X. L. Rong (Eds.), New perspectives on Asian American parents, students, and teacher recruitment (pp.73-99). Charlotte, NC: Information Age Publishing. McElroy, C., McElroy, E. V., & Wang, C. (2008). Integration of academic ESL faculty into programs developed for faculty who work with native English-speaking students. In J. A. Carmona (Ed.), Perspectives on community college ESL: Faculty, administration, and the working environment (pp. 97-113). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Zhou, Q., & Wang, C. (1997). Genre analysis of English business letters. In Z. Chen (Ed.), Probe into the teaching of business English. Shanghai: Shanghai Jiaotong University Press. P. R. China. Wang, C. (1995). Cloze test. In N. Pan (Ed.), Guide to the English examination of the National Entrance Examination to Graduate School. Xi’an, Shaanxi: Xi’an Jiaotong University Press. P. R. China. Zhao, C., & Wang, C. (1991). Vocabulary and sentence structure. In J. Wang (Ed.), Model Tests for College English Test Band Four, Xi’an, Shaanxi: Shaanxi People’s Press. P. R. China. Articles in Refereed Journals ( = data-based) Cai, J., Moyer, J. C., Wang, N., Nie, B., & Wang, C. (in press). Student learning and instructional tasks in different curricular contexts: A longitudinal study. The Journal of Educational Research. [SSCI] Chen, X., Wang, C., & Kim, D.-H. (in press). Self-regulated learning strategy profiles among English as a foreign language learners. TESOL Quarterly. [SSCI] Hu, B. Y., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (in press). The relationship between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration. [SSCI] Kissau, S. P., Davin, K., & Wang, C., Haudeck, H., Rodgers, M., & Du, L. (in press). Recruiting foreign language teachers: An international comparison of career choice influences. Research in Comparative and International Education. Kissau, S. P., Davin, K., & Wang, C. (in press). Enhancing teacher candidate oral proficiency through interdepartmental collaboration. Foreign Language Annals. [SSCI] Martin, F., Gezer, T. & Wang, C. (In press). Educators Perceptions of Student Digital Citizenship Practices. Computers in the Schools. Martin, F., Polly, D., Coles, S., & Wang, C. (In press). Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence and Motivation. International Journal of Teaching and Learning in Higher Education. Martin, F., Wang, C., & Sadaf. A. (In press). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning. Moore, R., Oliver, K., & Wang, C. (in press). Setting the pace: Examining cognitive processing in MOOC discussion forums with automatic text analysis. Interactive learning Environments. [SSCI] Oliver, K., Houchins, J., Moore, R., & Wang, C. (in press). Informing makerspace outcomes through a linguistic analysis of written and video-recorded project assessments. International Journal of Science and Mathematics Education. [SSCI] Vang, K., Martin, F., & Wang, C. (In press). Examining community college faculty perceptions of their preparedness to teach online. Journal of Applied Research in the Community College. Wang, C., Fan, X., & Pugalee, D. (in press). Impacts of school racial composition on the mathematics and reading achievement gap in post unitary Charlotte-Mecklenburg Schools. Education and Urban Society. [SSCI] Wang, C., Hancock, D. R., Lim, J. H., Müller, U., Tulowitzki, P., & Stricker, T. (in press). Perspectives of South Korean school principals on job satisfaction: In comparison to German and U.S. principals. Leadership and Policy in Schools. [Scopus] Bai, B., Chao, G., & Wang, C. (2019). The relationship between social support, self-efficacy, and English language learning achievement in Hong Kong. TESOL Quarterly, 53, 208-221. [SSCI] Du, J., Fan, X., Xu, J., Wang, C., Sun, L., & Liu, F. (2019). Predictors for students’ self-efficacy in online collaborative groupwork. Educational Technology Research and Development, 67, 767-791. [SSCI] Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning, 97-119. Martin, F., Wang, C., Budhrani, K., Moore, R.L., & Jokiaho, A. (2019). Professional development support for the online instructor: Perspectives of U.S. and German instructors. Online Journal of Distance Learning Administration, 22(3). Hancock, D. R., Müller, U., Wang, C., Hachen, J. (2019). Factors influencing school principal’s motivation to become principals in the USA and Germany. International Journal of Educational Research, 95, 90-96. [SSCI] Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and U.S. principals. Research in Comparative and International Education, 14 (2). [ESCI] https://doi.org/10.1177%2F1745499919846037 Jiang, C., Kim, D.-H., Wang, C., & Wang, J. (2019). Premises and challenges of high-stakes examinations: National higher education entrance examination mathematics test scores in China. Journal of Applied Educational and Policy Research, 4, 1-21. Kissau, S. P., Davin, K., & Wang, C. (2019). Aspiring world language teachers: Their influences, perceptions, and commitment to teaching. Teaching and Teacher Education, 78, 174-182. [SSCI] Kissau, S. P., Wang, C., Rodgers, M., Haudeck, H., & Biebricher, C. (2019). The motivational profile of adolescent foreign language learners: An international comparison. International Journal of Language Studies, 13, 19-40. Martin, F., Wang, C., Jokiaho, A., Birgit, M., & Grübmeyer, S. (2019). Examining faculty readiness to teach online: A comparison of US and German educators. European Journal of Open, Distance and E-Learning, 22, 53-69. Truong, T. N. N., & Wang, C. (2019). Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language. System, 84, 123-132. [SSCI] Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2018). Group trust, communication media, and interactivity: Toward an integrated model of online collaborative learning. Interactive Learning Environment, 26, 273-286. Jiang, C., Kim, D.-H., & Wang, C. (2018). Psychometric properties of an instrument to measure word problem solving skills in mathematics. Journal of Applied Measurement, 19, 283-302. Martin, F., & Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses, Internet and Higher Education, 37, 52-65. [SSCI] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Educational Technology and Society, 21, 213-224. Müller, U., Hancock, D., Wang, C., & Stricker, T. (2018). Warum fällt es so schwer, sich für das Schulleitungsamt zu entscheiden [Why is it so hard to decide for becoming a school leader]? Ergebnisse vergleichender Untersuchungen mit Lehrkräften und Schulleitern in den USA und Deutschland [Results of comparative research with teachers and school leaders in Germany and the U.S.]. Teil 2 [Part 2]. In: DIE SCHULLEITUNG [THE PRINCIPAL]. Zeitschrift für pädagogische Führung und Fortbildung in Bayern (unveränderter Nachdruck) [Magazine for Educational Leadership and Professional Development in Bavaria. (reprint)]. Heft 01/2018, S [page]. 4-8 Polly, D., Wang, C., Martin, C. S., Lambert, R., Pugalee, D. K., & Middleton, C. (2018). The influence of mathematics professional development, school-level, and teacher-level variables on primary students’ mathematics achievement. Early Childhood Education Journal, 46, 31-45. [SSCI] Scott, J. T., Kilmer, R. P., Wang, C., Cook, J. R., & Haber, M. G. (2018). Natural environments near schools: Potential benefits for socio-emotional and behavioral development in early childhood. American Journal of Community Psychology, 62, 419-432. [SSCI] Algozzine, B., Wang, C., & Wang, P. (2017). Disproportionality Technical Assistance Tool (DTAT) User’s Guide. (Report No. CEMETR-2017-03). Charlotte, NC: University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME). Retrieved from CEME website: http://ceme.uncc.edu/ceme-technical-reports Müller, U., Hancock, D., Wang, C., & Stricker, T. (2017): Schulleiter/in werden – die Entscheidung erleichtern [Becoming a school leader – ways to facilitate the decision]. In: SCHULE LEITEN [MANAGING SCHOOLS]. Heft 01/2017, S. 52-53. Müller, U., Hancock, D., Wang, C., & Stricker, T. (2017): Motivlagen für die Bewerbung auf offene Schulleitungspositionen und mögliche Konsequenzen für die Schulleiterqualifizierung [Motives for applying to principal positions and consequences for the preparation of school leaders]. In: Pädagogische Führung [Educational Leadership]. Heft 02/2017, S. 44-47. Polly, D., Martin, C. S., McGee, J. R., Wang, C., Lambert, R. G., & Pugalee, D. K. (2017). Designing curriculum-based mathematics professional development for kindergarten teachers. Early Childhood Education Journal, 45, 659-669. [SSCI] Polly, D., Wang, C., Martin, C., Lambert, R., Pugalee, D., & Middleton, C. W. (2017). The influence of an Internet-based formative assessment tool on primary grades students’ number sense achievement. School Science and Mathematics, 117, 127-136. Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51, 931-947. [SSCI] Wang, C., Hancock, D. R., & Muller, U. (2017). Factorial and item-level invariance of a principal perspectives survey: German and U.S. principals. Journal of Applied Measurement, 18, 215-227. Zhang, J. Wang, C., Lambert, R., Wu, C., & Wen, H. (2017). Validity evidence for the Chinese version Classroom Appraisal of Resources and Demands (CARD). Psychology in the Schools, 54, 1079-1093. [SSCI] Hancock, R. D., Müller, U., Wang, C. (2016). Motivating teachers to become school principals in the U.S.A. and Germany. Journal of Global Research in Education and Social Science, 7(2), 83-93. Martin, C., Lambert, R., Polly, D., Wang, C., & Pugalee, D. (2016). The measurement properties of the Assessing Math Concepts' assessments of primary Students' number sense skills. Journal of Applied Measurement, 17(3), 354-364. Martin, C., Polly, D., & Wang, C., Lambert, R., & Pugalee, D. (2016). Perspectives and practices of elementary teachers using an Internet-based formative assessment tool: The case of Assessing Mathematics Concepts. International Journal for Teaching in Mathematics Education, 23(1), 3-12. Polly, D., Martin, C., Wang, C., Lambert, R., & Pugalee, D. (2016). Primary grades teachers’ instructional decisions during online mathematics professional development activities. Early Childhood Education Journal, 44, 275-287. [SSCI] Zuo, H., & Wang, C. (2016). Understanding sources of self-efficacy of Chinese students learning English in an American institution. Multicultural Learning and Teaching, 11(1), 83-112. Wang, C. & Bird, J. (2015). Selecting statistical procedures for multi-level data: Examining relationships between principal authenticity and teacher trust and engagement. Journal of Applied Educational and Policy Research, 1(2), 70-76. Campbell-Whatley, G. D., Wang, C., Toms. O., & Williams, N. (2015). Factors affecting campus climate: Creating a welcoming environment. New Waves Educational Research and Development, 18(20), 40-52. Hancock, R. D., Muller, U., Wang, C. (2015). Potential barriers to becoming a school principal: Perspectives of German and U.S. principals. Educational Research, 6(3), 74-84. [SSCI] Kim, D.-H., Wang, C., Bong, M., & Ahn, H. S (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38,136-142. [SSCI] Martin, C. S., Polly, D., McGee, J. R., Wang, C., & Lambert, R. G., Pugalee, D. (2015). Exploring the relationship between questioning, enacted mathematical tasks, and mathematical discourse in elementary school mathematics. The Mathematics Educator, 24 (2), 3-27. Müller, U., Hancock, D., & Wang, C. (2015). Schulleitung – Nein Danke? Untersuchungen zur Motivation, Schulleiter zur werden oder zu bleiben. In: Schulleitung und Schulentwicklung, Loseblattsammlung, 22, April 2015, Stuttgart: Raabe Verlag, p. 1-22. Polly, D., McGee, J. R., Wang, C., Martin, C. S., Lambert, R. G., & Pugalee, D. F.(2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72 26-37. [SSCI] Putman, S. M., Wang, C., & Ki, S. (2015). Assessing the validity of the cross-cultural survey of online reading attitudes and behaviors with American and South Korean 5th and 6th grade students. Journal of Psychoeducational Assessment, 33, 403-418. [SSCI] Wang, C., Algozzine, B., & Porfeli, E. (2015). An exploration of community capital, student composition of schools, and achievement gaps. Multicultural Learning and Teaching, 10, 77-89. Dunaway, D. M., Bird, J. J., Wang, C, & Hancock, D. R. (2014). Superintendents’ perceptions of the school improvement planning process in the southeastern USA. Educational Management Administration & Leadership, 42, 460-473. McGee, J. R., & Wang, C. (2014). Validity-supporting evidence of the self-efficacy for teaching mathematics instrument. Journal of Psychoeducational Assessment, 32, 390-403. [SSCI] Polly, D., Wang, C., McGee, J. R., Lambert, R. G., Martin, C. S., Pugalee, D. K. (2014). Examining the influence of a curriculum-based elementary mathematics professional development program, Journal of Research in Childhood Education, 28, 327-343. [SSCI] Wang, C., Kim, D.-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24-33. [SSCI] Bird, J. J., Dunaway, D. M., Hancock, D. R., & Wang, C. (2013). The superintendent’s leadership role in school improvement: Relationships between authenticity and best practices. Leadership and Policy in Schools, 12(1), 37-59. [SSCI] Bird, J. J., & Wang, C. (2013). Superintendents describe their leadership styles: Implications for practice. Management in Education, 27(1), 14-18. McGee, J. R., Wang, C., & Polly, D. (2013). Guiding teachers in the use of a standards-based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113, 16-28. Petty, T., Wang, C., & Harbaugh, A. (2013). Relationships between student, teacher, and school characteristics and mathematics achievement. School Science and Mathematics, 113, 333-344. Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K. & Johnson, S. (2013). The association between teacher beliefs, enacted practices, and student learning in mathematics, The Mathematics Educator, 22(2), 11-30. Polly, D., Wang, C., Lambert, R., Martin, C., McGee, J. R., Pugalee, D., & Lehew, A. (2013). Supporting kindergarten teachers’ mathematics instruction and student achievement through a curriculum-based professional development program. Early Childhood Education Journal, 59, 23-34. [SSCI] Wang, C., Kim, D.-H., Bong, M., & Ahn, H. S. (2013). Examining measurement properties of an English self-efficacy scale for English language learners in Korea. International Journal of Educational Research, 59, 23-34. [SSCI] Wang, C., Kim, D.-H., Bong, M., & Ahn, H. S. (2013). Korean college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Asian EFL Journal, 15(3), 81-112. Wang, C., Polly, D., Lehew, A., Pugalee, D., Lambert, R., & Martin, C. S. (2013). Supporting teachers’ enactment of elementary school student-centered mathematics pedagogies: The evaluation of a curriculum-focused professional development program. New Waves-Educational Research & Development, 16, 76-91. Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173-191. Algozzine, B., Wang, C., White, R. B., Cooke, N. L., Marr, M. B., Algozzine, K., Helf, S., & Duran, G. (2012). Effects of multi-tier academic and behavior instruction on difficult-to-teach students. Exceptional Children, 79, 45-64. [SSCI] Bird, J. J., Wang, C., Watson, J., & Murray, L. (2012). Teacher and principal perceptions of authentic leadership: Implications for trust, engagement, and intention to return. Journal of School Leadership, 22, 425-461. Campbell-Whatley, G., Lee, J., Toms, O., & Wang, C. (2012). Student perceptions of diversity and campus climate: When students speak. New Waves-Educational Research & Development, 15, 3-22. Ma, W., & Wang, C. (2012). Self-regulated learning strategies Chinese graduate students employ to learn English at three American universities. Journal of Research in Education, 22(1), 196-222. Steck, T. R., DiBiase, W., Wang, C., & Boukhtiarov, A. (2012). The use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: Evaluation of a problem-based learning course across three years. Journal of Microbiology & Biology Education, 13, 2-10. Sun, Q., Ng, K-M., & Wang, C. (2012). A validation study on a new Chinese version of the dispositional Hope scale. Measurement and Evaluation in Counseling and Development, 45, 133-148. [SSCI] Tingle, L. R., Schoeneberger, J., Wang, C., Algozzine, B., & Kerr, E. (2012). An analysis of teacher absence and student achievement. Education, 133, 367-382. Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Journal of Research in Education, 22(2), 103-135. Wang, C., Kim. D.-H., & Ng, K. M. (2012). Factorial and item-level invariance of an emotional intelligence scale across groups of international students. Journal of Psychoeducational Assessment, 30, 160-170. [SSCI] Algozzine, B., Wang, C., & Boukhtiarov, A. (2011). A comparison of progress monitoring scores and end-of-grade achievement. New Waves-Educational Research & Development, 14(1), 3-21. Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13, 3-16. [SSCI] Bird, J. J., & Wang, C. (2011). Authentic leadership and budget-building practices: Superintendents reveal origins, strategies, and connections. Academy of Educational Leadership Journal, 15 (3), 143-159. Cai, J., Wang, N., Moyer, J. C., Wang. C., & Nie, B. (2011). Impact of curriculum reform: An analysis of student learning outcomes from the LieCal project in the United States. International Journal of Educational Research, 50 (2), 117-136. [SSCI] Kissau, S., Kolano, L., & Wang, C. (2011). Motivation, race, and foreign language instruction: The need for culturally responsive teaching. The NECTFL Review, 68, 39-59. Wang, C., & Algozzine, B. (2011). A comparison of reading measures as indicators of risk across grade levels. Journal of Educational and Developmental Psychology, 1, 85-94. Wang, C. & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. The Journal of Educational Research, 104, 100-109. [SSCI] Wang, C., Algozzine, B., Ma, W., & Porfeli, E. (2011). Oral reading rates of second-grade students. Journal of Educational Psychology, 103, 442-454. [SSCI] Wang, C., & Bird, J. J. (2011). Multi-level modeling of principal authenticity and teachers’ trust and engagement. Academy of Educational Leadership Journal, 15 (4), 125-147. Wang, C., & Bird, J. J. (2011). Selecting statistical procedures for multi-level data: Examining relationships between principal authenticity and teacher trust and engagement, CEME Forum, 1-7. Bird, J. J., & Wang, C. (2010). Role interdependency between superintendents and school business officials in budget building leadership practices and strategies. Journal of School Business Management, 22, 11-16. Bufalino, J., Wang, C., Gomez-Bellenge, F., & Zalud, G. (2010). What’s possible for first grade at-risk literacy learners receiving early intervention services? Literacy Teaching and Learning, 15 (1 & 2), 1-15. Kim, D.-H., Wang, C., & Ng, K. M. (2010). A Rasch rating scale modeling of the Schutte self-report emotional intelligence scale in a sample of international students. Assessment, 17, 484-496. [SSCI] Kissau, S., Kolano, L., & Wang, C. (2010). Perceptions of gender differences in high school students’ motivation to learn Spanish. Foreign Language Annals, 43, 703-721. [SSCI] Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162. Ng, K. M., Wang, C., Kim, D.-H., & Bodenhorn, N. (2010). Factor structure analysis of the Schutte self-report emotional intelligence scale on international students. Educational and Psychological Measurement, 70, 695-709. [SSCI] Bird, J. J., Wang, C., & Murray, L. (2009). Building budgets and trust through superintendent leadership. Journal of Educational Finance, 35, 140-156. Bird, J. J., Wang, C., Watson, J., & Murray, L. (2009). Relationships among principal authentic leadership and teacher trust and engagement levels. Journal of School Leadership, 19, 153-171. Kissau, S., Quach, L., & Wang, C. (2009). The impact of single-sex instruction on student motivation to learn Spanish. Canadian Journal of Applied Linguistics, 12 (2), 54-78. Lambert, R. G., McCarthy, C., O’Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46, 973-988. [SSCI] Lo, Y., Wang, C., & Haskell, S. (2009). Examining the impacts of early reading intervention on the growth rates in basic literacy skills of at-risk urban kindergarteners. Journal of Special Education, 43, 12-28. [SSCI] Porfeli, E., Wang, C., Audette, R., McColl, A., & Algozzine, B. (2009). Influence of social and community capital on student achievement in a large urban school district. Education and Urban Society, 42, 72-95. [SSCI] Sifford, A., Ng, K. M., & Wang, C. (2009). Further validation of the psychosocial costs of racism to Whites scale on a sample of university students in the southeastern United States. Journal of Counseling Psychology, 56, 585-589. [SSCI] Wang, C., Porfeli, E., & Algozzine, B. (2008). Development of oral reading fluency in young children at risk for reading failure. Journal of Education for Students Placed at Risk, 13, 402-425. Porfeli, E. J., Wang, C., Hartung, P. J. (2008). Family transmission of work affectivity and experiences to children. Journal of Vocational Behavior, 73, 278-286. [SSCI] Wang, C., & Algozzine, B. (2008). Effects of targeted intervention on early literacy skills of at-risk students. Journal of Research in Childhood Education, 22, 425-439. [SSCI] Ng, K. M., Wang, C., Zalaquett, C. P., & Bodenhorn, N. (2008). A confirmatory factor analysis of the Wong and Law emotional intelligence scale in a sample of international college students, International Journal for the Advancement of Counselling, 30, 131-144. Wang, C. (2007). Dialogic approaches to TESOL: Where the ginkgo tree grows (book review). Issues in Applied Linguistics, 15(2), 173-175.Wang, C. (2007). Action research (book review). Essential Teacher, 39-39. Wang, C. (2007). A first grade Chinese student’s self-efficacy beliefs about learning English in American classrooms and a Chinese community. Multicultural learning and Teaching, 2(2), 14-28. Wang, C., & Pape, S. (2007). A probe into three Chinese boys’ self-efficacy beliefs learning English as a second language. Journal of Research in Childhood Education, 21, 364-377. [SSCI] Wang, C., Lo, Y., Xu, Y., Wang. Y., & Porfeli, E. (2007). Constructing the search for a job in academia from the perspectives of self-regulated learning strategies and social cognitive career theory. Journal of Vocational Behavior, 70, 574-589. [SSCI] Quach, L. H., Heining-Boynton, A. L., & Wang, C. (2007). Language study matters for classroom teachers in diverse schools. Multicultural Learning and Teaching, 2(1), 10-19. Available at http://mltonline.org/current.ht Wang, C., & Pape, S. (2005). Self-efficacy and self-regu