Texas Tech University

Jian Wang, Ph.D.

Professor & Helen DeVitt Jones Chair in Teacher Education
Department of Curriculum & Instruction

Email: jian.wang@ttu.edu

Phone: 806-834-5165

Office: Education 201E

Jian Wang received his Ph.D. in 1998 in Curriculum, Teaching, and Educational Policy at Department of Teacher Education, Michigan State University (MSU). He then worked a faculty member at University of Nevada, Las Vegas (UNLV) for 15 years during which he was tenure track assistant professor, tenured associate, and full professor of teacher education. Since 2013, he has been serving as a tenured full professor and Helen DeVitt Jones Chair in Teacher Education at Texas Tech University (TTU) leading the development and implementation of a systematic research and evaluation program for Tech Teacher Preparation Program.

Before coming to United States from China, Dr. Wang worked as a secondary school English and homeroom teacher for 3 year after he received his undergraduate degree in English Teaching at Nanchang Vocational and Technological Teachers College in 1983, . He also worked as a policy analyst and journal editor at Jiangxi Education Research Institute for 4 years after he received his Masters Degree in Education Foundations at Northeast Normal University in 1988. During his doctoral program at MSU, he worked for the cross-national curriculum research project of the Trends in International Mathematics and Science Study (TIMSS) and the cross-national research project, Learning from Mentor, at the National Center for Research on Teacher Learning (NCRTL).

Dr. Wang's major research interests include (1) teacher mentoring and its role in teacher learning in the context of teaching reform, (2) relationship between reform-minded teaching, contexts of curriculum, and teaching organizations, and (3) comparative study about student' mathematics learning under the influence of teaching and non-teaching contexts. He conducted a series of qualitative, quantitative, and mixed method empirical studies, literature reviews, and conceptual analyses on the important issues in the above fields. His publications appeared in the top peer refereed academic journals in education in general and in teacher education in specific, such as Review of Educational Research, Educational Researcher, Education Research Review, Evaluation and Research in Education, Teachers' College Record, Journal of Teacher Education, Teaching and Teacher Education, Research in the Teaching of English, and Journal of Curriculum Studies. His research activities led him to the Distinguished Research Awards for faculty twice at College of Education, UNLV.

He served as a co-editor of Journal of Teacher Education, the top academic journal in teacher educationand during his co-editorship, the journal moved from top 18 to top 10 among all the professional journals in education and educational research worldwide in light of the impact factors based on the Annual Journal Citation Report of Thomson Reuters (formerly ISI). His co-edited book, Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners, is the first book synthesizing comprehensively the research in the field of teacher induction. He received the prestigious Spencer Research Grant conducting a study on the relationship between teachers' mathematics knowledge, teaching practice, and student learning in China. He served extensively for various professional associations including American Education Research Association (AERA), Association of Teacher Educators (ATE), Comparative and International Education Society (CIES), and National Association of Research in Science Teaching (NARST) as a program and award committee chair, taskforce member, conference session chair, discussant, and reviewer. He also worked actively as a quest editor and reviewer for professional journals and grant organizations. He is a frequent invited speaker for international professional conferences and education institutions.

 

Jian Wang

Education

  • Ph.D., Curriculum, Teaching, and Educational Policy, August 1998, Michigan State University
  • M. A., Educational Foundations, August 1988, Northeast Normal University, China
  • B. A., English Teaching, August 1983, Nanchang Vocational and Technical Teachers’ College, China

Areas of Expertise

  • Teacher education, teacher induction, and teacher mentoring
  • Mathematics teaching in various curriculum and teaching contexts and cultures
  • Comparative study of student’ mathematics learning 

Selected Publications

Journal Articles

Liu, S., & Wang, J. (2015). Reading cooperatively or independently? Study on ELL student reading development, The Reading Matrix, 15(1), 100-120.

Wang, J. (2014). Exploring relationship between teaching practice and student learning: Comparative analysis using large databases. Frontier of Education in China, 9(4), 475-492.

Liu, S., & Wang, J. (2014). Belief change: Secondary teachers’ class observation, American Journal of Educational Research, 2(7), 519-525.

Li, D., & Wang, J. (2014). Relationship between computer-based reading activities and reading achievements among Hong Kong and U.S. students: A comparative study using PRILS 2011 data. Frontier of Education in China, 9(4), 552-576.

Gao, S., & Wang, J. (2014) Teaching transformation under centralized curriculum and teacher learning Community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction, Teaching & Teacher Education, 44(0), 1-11

Cheng, Q., Wang, J., Hao, S., & Shi, Q. (2014). Mathematics performance of immigrant students across different racial groups: An indirect examination of the influence of culture and schooling. Journal of International Migration and Integration. 15(4), 589-607

Tanase, M. & Wang, J. (2013). Knowing students as mathematics learners and teaching numbers 10–100: A case study of four 1st grade teachers from Romania, Journal of Mathematical Behavior 32(3), 564-576.

Wang, J. (2013). Constant and emerging characteristics of Chinese learners in changing school contexts. Journal of Curriculum Studies, 45(2), 277-293.

Cheng, Q., Wang, J. & Zhang, Z. (2013). A bumpy border crossing into the teaching culture on U.S. campus: Experience of a Chinese faculty member. Frontier of Education in China, 8(1), 123-146.

Wang, J. & Fulton, L.A. (2012). Mentor-novice relationships and learning to teach in teacher induction: A critical review of research. Multidisciplinary Journal of Educational Research, 2(1), 56-105.

Cheng, Q., & Wang, J. (2012). Curriculum opportunities for number sense development: A comparison of first-grade textbooks in China and the United States. International Journal for Mathematics Teaching and LearningMarch 27, an electronic journal article accessible at http://www.cimt.plymouth.ac.uk/journal/default.htm

Lin, E., Shi, Q., Wang, J., Zhang, S., & Liu. H. (2012). Initial motivations for teaching: Comparison between preservice teachers in the United States and China. Asia-Pacific Journal of Teacher Education40(3), 227-248

Liu, S., & Wang, J. (2012). Characteristics and transformation of native English speaker teachers' beliefs: A study of US English teachers in China, Asian EFL Journal14(1), 212-253

Wang, J., Lin, E., Spalding, E., Klecka, C. L., & Odell, S. J. (2011). Quality teaching and teacher education: A kaleidoscope of notions. Journal of Teacher Education62(4), 331–338.

Lin, E., Wang, J., Spalding, E., Klecka, C. L., & Odell, S.J. (2011). Towards strengthening the preparation of teacher educator-researchers in doctoral programs and beyond. Journal of Teacher Education62(3), 239–245.

Wang, J., Lin, E., Spalding, E., Klecka, C.L., & Odell, S.J. (2011). Understanding teacher education in an era of globalization. Journal of Teacher Education62(2), 115–120.

Spalding, E., Klecka, C., Lin, E., Wang, J., & Odell, S. J. (2011). Learning to teach, Its complicated but it’s not magic, Journal of Teacher Education62(1), 3-7.

Wang, J. (2010). Mentored learning to teach mathematics as expected by reform: Internship experiences of two preservice teachers. Asian Journal of Educational Research and Synergy, 2(2), 52-86.

Spalding, E., Wang, J., & Lin, E. (2010). The impact of a writing workshop approach on Chinese English teachers’ beliefs about effective writing instruction. Asian Journal of English Language Teaching20(2), 135-160.

Tanase, M. & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers, Teaching & Teacher Education. 26(6), 1238-1248.

Wang, J., Odell, S. J., Klecka, C., Spalding, E., & Lin, E., (2010). Understanding teacher education reform, Journal of Teacher Education61(5), 395–402.

Lin, E., Wang, J., Klecka, C., Odell, S. J., & Spalding, E. (2010). Judging research in teacher education, Journal of Teacher Education61(4), 295-301.

Spalding, E., Klecka, C., Lin, E., Odell, S. J., & Wang, J. (2010). Social justice and teacher education: A hammer, a bell, and a song, Journal of Teacher Education61(3), 191-196

Wang, J., Spalding, E., Odell, S. J., Klecka, C. L., & Lin, E. (2010). Bold ideas for improving teacher education and teaching: What we see, hear, and think, Journal of Teacher Education61(1–2), 3-15.

Spalding, E., Wang, J., Lin, E., & Hu, G. W. (2009). Analyzing voice in the writing of Chinese teachers of English. Research in the Teaching of English. 44(1), 23-51

Wang, J. & Lin, E. (2009). A meta-analysis of comparative studies on Chinese and Us student mathematics performance: Implications for mathematics education reform and research. Educational Research Review. 4(3), 177–195.

Spalding, E., Wang, J., Lin, E., & Butcher, J. (2009). A frog in a well shaft:  Lessons from China on Learning to Teach. The New Educator. 5(3), 113-134.

Wang, J., & Odell, S. J. (2008). Teacher education in a global society. Teacher Education & Practice21(4), 485-489.

Wang, J. & Lin, E. (2008). An alternative interpretation of relationship between self-concept and mathematics achievement: Comparison of Chinese and US students as a context. Evaluation and Research in Education. 21(3), 154-174.

Wang, J., Odell, S. J., & Schwille, S. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132-152.

Wang, J., Lin, E., Tanase, M., & Sas, M. (2008). Revisiting the influence of numerical language characteristics on mathematics achievement: Comparison among China, Romania, and US. International Electronic Journal of Mathematics Education3(1), 24-46. website: http://www.iejme.com.

Wang, J, Lin, E., & Spalding, E. (2008).  Learning effective instructional strategies in workshop context: Lessons about conceptual changes from Chinese English teachers. International Journal of Teacher Leadership. 1(1), 1-22.

Wang, J., & Odell, S. J. (2007). An alternative conception of mentor/novice relationships: Learning to teach reform-minded teaching as a context. Teaching & Teacher Education23(4), 473–489.

Wang, J., & Lin, E. (2005). Comparative studies on US and Chinese mathematics learning and the implications for standards-based mathematics teaching reform. Educational Researcher, 34(5), 3-13.

Wang, J., (2005). Mentored learning to teach mathematics in a reform context: An editorial. New England Mathematics Journal, XXXVII(2), 4-9.

Wang, J., Strong, M., & Odell, S. J, (2004). Mentor-novice conversations about teaching: A comparison of two US and two Chinese cases, Teachers College Record106(4), 775-813.

Wang, J., & Odell, S. J. (2003). Learning to teach toward standards-based writing instruction: Experiences of two preservice teachers and two mentors in an urban multicultural classroom. Elementary School Journal, 104(2), 147-175.

Wang, J., & Paine, L. W. (2003). Learning to teach with mandated curriculum and public examination of teaching as contexts. Teaching and Teacher Education, 19(1), 75 - 94.

Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.

Wang, J. (2002). Learning to teach with mentors in contrived contexts of curriculum and teaching organization: Experiences of two Chinese novice teachers and their mentors. Journal of In-service Education, 28(3), 134-376.

Wang, J., & Odell, S. J. (2002). Mentored learning to teach and standards-based teaching reform: A critical review. Review of Educational Research, 7(3), 481-546.

Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A comparative study of mentoring practice. Teaching and Teacher Education, 17(1), 51-73.

Wang, J. (2001). Reforming mathematics instruction in two elementary classrooms: A comparative study of the experiences of a Chinese teacher and an American teacher. Teaching and Change, 8(2), 176-214.

Wang, J., & Paine, L. W. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. The Elementary School Journal, 102(2), 157-181.

Edited Book

Wang, J., Odell, S. J., & Clift, R. T., (Eds.). (2010). Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners, Lanham, MD: Rowman & Littlefield