معرفی
Dr. Shifang Tang serves as an Assistant Professor in the Department of Psychology and Special Education at Texas A&M University-Commerce's College of Education and Human Services. Her professional mission focuses on improving educational outcomes for K-12 English learners and economically challenged students through evidence-based practices in teaching, motivation, and academic achievement. She specializes in quantitative analysis and program evaluation to develop research-driven interventions for diverse classrooms.
Education Background:
- Ph.D. in Educational Psychology, Texas A&M University (2018)
- M.A. in Linguistics and Applied Linguistics, HuaZhong University of Science and Technology (2007)
- B.A. in Scientific English, Hubei University of Technology (2002)
Research Interests: Dr. Tang's work centers on testing and measurement for underserved learners in bilingual settings, program evaluation methodologies, and learning motivation strategies. She applies advanced statistical techniques to analyze educational interventions, particularly cooperative/collaborative learning models for English language development. Her research bridges quantitative rigor with practical applications for K-12 educators serving linguistically diverse populations.
Publication Trends: Recent publications (2020-2022) consistently examine cooperative and peer-tutoring strategies in bilingual education, with emphasis on randomized control trials and multi-level analysis. Key themes include rural-urban educational disparities, STAAR exam performance trajectories, and problem-based learning efficacy in college English contexts. Her work demonstrates strong methodological continuity in using quantitative approaches to address equity gaps in language education.
Scientific Awards: No awards specified in available documentation.
Advising and Grants: Dr. Tang emphasizes mentoring students in research methods and statistics. Her prior role as a research scientist involved managing federally funded evaluation projects at Texas A&M, indicating substantial grant administration experience. Current work likely extends this focus to developing evidence-based practices for teacher training and student assessment.
