selected publications academic article Vargas, M. D., Irby, B. J., Lara-Alecio, R., Tong, F., Jimenez, D., Gamez, Y., Choron, V., & Tang, S. (2023). A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students. Teaching and Teacher Education. 124, 103995-103995. Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., Sutton-Jones, K. L., & Ross, S. M. (2023). Designing and Evaluating Complex Educational Research to Meet Federal Grant Requirement: A Demonstration of a Funded Large-scale Protocol. Evaluation and Program Planning. 102262-102262. Tang, S., Tong, F., Lara-Alecio, R., & Irby, B. J. (2022). Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study. 25(8), 2788-2804. Tang, S., Wang, Z., & Sutton-Jones, K. L. (2021). A Multilevel Study of the Impact of District-Level Characteristics on Texas Student Growth Trajectories on a High-Stakes Math Exam. MATHEMATICS. 9(1), 8-8. Tang, S., Wang, Z., & Sutton-Jones, K. L. (2021). A multi-level analysis of upper elementary students' performance on the STAAR reading exam: comparing growth trajectories of rural and non-rural school districts. Educational Studies. 1-24. Guo, H., Tong, F., Wang, Z., Tang, S., Yoon, M., Ying, M., & Yu, X. (2021). Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China. Sustainability. 13(18), 10133-10133. Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B. J., Tong, F., Jimenez, D. D., & Villarreal, E. G. (2021). Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development. International Journal of Virtual and Personal Learning Environments. 11(1), 64-86. Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R. (2021). The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners' Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis. SAGE Open. 11(4), 21582440211060823-215824402110608. Tang, S., Long, M., Tong, F., Wang, Z., Zhang, H., & Sutton-Jones, K. L. (2020). A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation. Behavioral Sciences. 10(6), 105-105. Tang, S., Tong, F., Irby, B. J., Lara-Alecio, R., & Guerrero, C. (2020). Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers. Bilingual Research Journal. 43(1), 111-124. Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C. (2020). The determination of appropriate coefficient indices for inter-rater reliability: Using classroom observation instruments as fidelity measures in large-scale randomized research. International Journal of Educational Research. 99, 101514-101514. Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., Guerrero, C., & Lopez, T. (2019). A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure: A large-scale randomized controlled trial perspective. Studies in Educational Evaluation. 62, 18-29. Tang, S., Tong, F., & Lu, X. (2019). Gifted and Talented Services for EFL Learners in China: A Step-by-Step Guide to Propensity Score Matching Analysis in R. Data. 4(3), 119-119. Wang, Z., Tang, S., & Sutton-Jones, K. (2019). Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach. Social Sciences. 8(6), 166-166. Tang, S., Wang, Z., & Min, Y. (2019). Texas-Mexico Border vs. Non-Border School Districts' Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach. Education Sciences. 9(1), 38-38. Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., Tang, S., & Sutton-Jones, K. L. (2019). The impact of professional learning on in-service teachers' pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies. 45(5), 533-553. Guo, H., Tong, F., Wang, Z., Min, Y., & Tang, S. (2018). English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison. Sustainability. 10(11), 4230-4230. chapter Tong, F., & Tang, S. (2017). English-Medium Instruction in Chinese Universities. Zhao, J., & Dixon, L. Q. (Eds.), English-Medium Instruction in Chinese Universities: Perspectives, Discourse and Evaluation. (pp. 128-144). Routledge. Irby, B. J., Abdelrahman, N., Tang, S., Yang, P. L., Phuong, T., Tong, F., & Lara-Alecio, R. (2016). Science achievement among economically challenged students in the United States: A scoping analysis. Science Education towards Inclusion. (pp. 91-115).
teaching activities BESL610 Hisp Biling Assess/monit Instructor BIED610 Hisp Biling Assess/monit Instructor EDCI615 Class Pract Adult Esl Instructor EPSY631 Program Eval Instructor
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