Ph D. Dissertations Supervised Ph.D. (Niagara University, United States)
Yao, Y. (2019). Examining the effects of item difficulty and rating method on rating reliability and construct validity of constructed-response and essay items on English examinations Ph.D. (Niagara University, United States)
Johnson, W. A. (2018). Reframing the development of paraeducators: Examining the effects of purposeful planning and training with policy and leadership implications Ph.D. (Niagara University, United States)
Wrigley, J. (2018). Examining the scoring variability and reliability of diving events across multiple Olympic games: Implications for fair judgment of athletes’ performance Ph.D. (Niagara University, United States)
Richardson, E. E. (2018). Measuring the consequences of the New York State Board of
Regents’ museum chartering rule using structural equation models and geographic information systems: Implications for policy makers and the museum field Ph.D. (Niagara University, United States)
Wheat, B. (2018). An iexamination of the U.S. Army’s reserve officer training corp programs: A quantitative study examining positive and negative leadership traits and leadership development practices Ph.D. (Niagara University, United States)
Minervino, J. K. (2017). An investigation of gender differential item functioning in New York state science regents exams and the effects of geographic location on educational success Ph.D. (Niagara University, United States)
Pizziconi-Cupples, G. (2017). Using generalizability theory to examine the air reserve component augmentation request process: Implications for policies governing utilization of the United States air reserve component Ph.D. (Niagara University, United States)
Whipple, P. (2016). Rater variability and reliability of constructed-response questions in
high-stakes tests of English language arts and mathematics: Implications for educational policy Ph.D. (Niagara University, United States)
Trinh, K. (2016). The reliability and validity of an attributed-based autobiographical sketch medical school admission tool, the mini-curriculum vitae: Implications for admission decision making Ph.D. (Niagara University, United States)
Dang, J. (2016). Leadership preparation in higher education between Catholic and the
communist leaders in Vietnam: Studying perceptions of leadership preparedness, leadership culture, leadership collaboration, and policy implementation Ph.D. (Niagara University, United States)
Poliner, B. (2016). An examination of employee satisfaction in multicultural nonprofit organizations: Implications for leaders Ph.D. (Niagara University, United States)
Fernandes, A. (2016). Gender differential item functioning on English as a foreign language pragmatic competence tests: Implications for English assessment policy in China Ph.D. (Niagara University, United States)
Moffatt, S. (2016). The development and evaluation of the self-advocacy assessment
tool for preschool-aged children with hearing loss: A resource for parents and teachers Ph.D. (Niagara University, United States)
Karcz, K. (2016). The factors that influence the perceived stress and sociocultural adaptation of international students: Policy and leadership implications Ph.D. (Niagara University, United States)
Tavano, H. (2016). Service-learning in higher education: Student perceptions of the cost of service, the perceived benefits, and institutional policy implications Ph.D. (Niagara University, United States)
Hairston, L. (2015). Examining effectiveness and policy implications of university campus suicide prevention programs: A multi-dimensional perspective Ph.D. (Niagara University, United States)
Latorre, J. T. (2014). Leadership preparation in engineering: A study of perceptions of leadership attributes, preparedness, and policy implications Ph.D. (Niagara University, United States)
Spence-Ariemma, M. J. (2014). Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective Ph.D. (Niagara University, United States)
Reilly, M. (2014). Leadership and work ethic in skilled trade business: What leaders can do to lead cross-generational skilled workers to ‘want to’ work? – A mixed-methods study examining differences in worker and manager perceptions of leadership effectiveness and its impact on worker work ethic Ph.D. (Atatürk University, Turkey)
Han, T. (2013). The Impact of rating methods and rater training on the variability and reliability of EFL students' classroom-based writing assessments in Turkish universities: An investigation of problems and solutions Master’s Theses Completed M.A. (Hunan University, China)
Hong, W. (2019). A comparative study examining the academic anxiety experienced by American and Chinese graduate students M.A. (Hunan University, China)
Liu, F. (2019). A comparative study of assessment literacy between novice and veteran secondary school EFL teachers M.A. (Hunan University, China)
Xu, S. (2019). College English classroom assessment perceptions and practices: Chinese teacher and student perspectives M.A. (Hunan University, China)
Mao, X. (2019). The impact of rater background on the reliability and validity of writing assessment in college English final examination M.A. (Hunan University, China)
Wei, Q. (2019). Examining students’ strategy use in college English reading comprehension classroom assessment
M.S.Ed. (Niagara University, United States)
Lewis, C. (2012). Motivators in elementary classrooms: A quantitative investigation of gender differences M.S.Ed. (Niagara University, United States)
Elorbany, R. (2012). Examining the impact of rater education background on ESL writing assessment: A generalizability approach M.S.Ed. (Niagara University, United States)
Fernandes, A. (2010). Teacher perceptions of the impact of classroom seating arrangements on student participation: An international perspective Publications
A. Books Huang, J. & Li, J. (2019). Language assessment literacy: Theory and practice. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-055-6] Huang, J., & Zhou, Y. (2017). Assessment in ESOL Education: Issues and Implications. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-050-1] Pang, N. S., & Huang, J. (2015). East-west perspectives on educational leadership and policy. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-035-8] Huang, J., Zeng, X., & Fan, C. (2015). ESOL education around the globe: Identifying untested practices. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-033-4] Huang, J., & Fernandes, A. (2014). Non-native language teaching and learning: Putting the puzzle together. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-022-8] Huang, J., & Han, T. (2014). Empirical quantitative research in social sciences: Examining significant differences and relationships. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-015-0] Huang, J. (2013). East meets west: Chinese ESL students in North American higher education. Hauppauge: Nova Science Publishers, Inc. [ISBN: 978-1-62618-195-3] Huang, J. (2013). Empirical education research: Letting the data speak for themselves. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-005-1] Huang, J., & Tsitsanoudis-Mallidi, N. (2013). Empirical language research: Letting the data speak for themselves. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-001-3] Huang, J. (2013). Empirical generalizability theory research: Examining rating variability,reliability and validity issues. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-013-6] Huang, J. (2012). Fairness in large-scale ESL writing assessments – Investigating
evidence through generalizability theory. Saarbrücken: LAMBERT Academic Publishing GmbH & Co. [ISBN: 978-3-659-19364-4] Huang, J. (2012). Overcoming foreign language classroom anxiety. Hauppauge: Nova Science Publishers, Inc. [ISBN: 978-1-61324-775-4] Bond, S., Qian, J., & Huang, J. (2003). The role of the faculty in the internationalization of the undergraduate curriculum and classroom experience. Ottawa: Canadian Bureau for International Education Ma, Y., Huang, J., Chen, J., & Sun, A. (1996). Basic, important and difficult points in teaching "Senior English for China (I)". Changsha: Hunan Normal University Press Ma, Y., Huang, J., Cao, W., & Ren, Q. (1996). Basic, important and difficult points in teaching "Senior English for China (II)". Changsha: Hunan Normal University Press Ma, Y., Huang, J., Cao, W., & Huang, X. (1995). Basic, important and difficult points in
teaching "Junior English for China". Changsha: Hunan Normal University Press Ma, Y., & Huang, J. (1992). A practical guide to English teaching methodology. Changsha: Hunan Normal University Press B. Book Chapters Huang, J. (2013). Elementary ESL students’ learner errors: Causes and implications. In Tsitsanoudis - Mallidis, N. (Ed.), Greek language in modern (pre)school education: Current challenges and perspectives (pp. 507-528). Athens: Gutenberg. Huang, J., & Dotterweich, E. (2012). Understanding learner errors in cross-cultural second language acquisition context. In Y. Ning & P. Wu (Eds.), The acquisition of English in cross-cultural contexts (pp. 282-306). Beijing: China Social Sciences Press. C. Refereed Journal Articles Huang, Y., & Fernandes, A. C. (2019). The impact of different seating arrangements on student learning in the classroom: A teacher perspective. International Journal of TESOL and Learning, 8(1),15-28. Wa, H., & Huang, Y. (2018). Examining the academic anxiety experienced by the non-English speaking international graduate students at North American universities. International Journal of Education and Culture, 7(3-4),53-64. Huang, J., & Han, T. (2018). Using generalizability theory approach to examine the impact of scoring method on EFL writing assessment. Language and Communication Quarterly, 7(1-2), 19-36. Han, T. & Huang, J. (2017). Examining the impact of scoring methods on the institutional EFL writing assessment: A Turkish perspective. PASAA, 53, 1-36. Huang, J. & Minervino, K. J. (2017). Teacher perceived effectiveness and use of teaching strategies at schools in good standing versus failing schools. Contemporary Educational Research Quarterly, 25(1), 91-107. Huang, J. & Fernandes, A. F. (2016). Investigating gender differential item functioning in English pragmatic competence test for Chinese students. Language and Communication Quarterly, 5(3-4), 49-62. Huang, J. & Zhang, L. (2016). Chinese students studying at American universities: State distribution and educational implications. International Journal of Education and Culture, 1(1-2), 13-27. Huang, J. & Li. Z. (2015). Reliability, validity, and fairness in classroom and large-scale standardized assessments. International Journal of Education and Culture, 4(2), 61-74. Tong, Y. & Huang, J. (2014). Online education with information and communication technologies in American higher education: Benefits, challenges, and implications. International Journal of Education and Culture, 3(4), 153-164. Huang, J., & Tavano, H. (2013). Developing ESOL students’ intercultural communicative competence: Importance, challenges, and implications. Language and Communication Quarterly, 2(3), 164-174. Huang, J., & Marwaha, S. (2013). Intercultural miscommunication: Causes and impact on ESOL students’ learning. International Journal of TESOL and Learning, 2(3), 156-169. Huang, J., Moffatt, S., & Flynn, K. (2013). Significant predictors of Chinese college students’ performance on an English pragmatic competence test. International Journal of TESOL and Learning, 2(4), 200-212. Cianca, S. & Huang, J. (2013). Cultures and philosophies: A professor with a Western Socratic-based philosophy and her peer with an Eastern Confucius-based philosophy internationalize curriculum. International Journal of Education and Culture, 2(4), 230-245. Huang, J., & Han, T. (2013). Holistic or analytic? – An EFL institutional writing assessment dilemma for policy makers. Leadership and Policy Quarterly, 2(1), 1- 18. Huang, J., Sheeran, T, Zhao, B., & Xiong, Y. (2013). Faculty perceptions of assessing ESOL students’ pragmatic competence: The hidden face of communication. Language and Communication Quarterly, 2(1), 1-21. Huang, J., & Fernandes, A. C. (2013). The impact of cultural influences on seating arrangement selections and student systematic learning in the classroom: An international perspective. International Journal of Education and Culture, 2(1), 1-15. Huang, J., & Latorre, J. (2013). Using generalizability theory to examine the task and rating effects on large-scale ESL writing assessment – A Canadian case study. International Journal of TESOL and Learning, 2(1), 1-21. Lewis, C., & Huang, J. (2012). Motivators in the elementary classroom: A quantitative investigation of gender differences. International Journal of Education and Culture, 1(1), 2-29. Fernandes, A. C., & Huang, J. (2012). Teacher perceptions of the impact of seating arrangements on student participation in the classroom: A North American perspective. International Journal of TESOL and Learning, 1(1), 17-34. Elorbany, R., & Huang, J. (2012). Examining the impact of rater educational background on ESL writing assessment: A generalizability theory approach. Language and Communication Quarterly, 1(1), 2-24. Huang, J. (2012). Using generalizability theory to examine the accuracy and validity of
large-scale ESL writing. Assessing Writing, 17(3), 123-139. Fernandes, A. C. & Huang, J. (2012). Chinese teacher perceptions of the impact of classroom seating arrangements on student participation. International Journal of Applied Educational Studies, 13(1), 49-67. Huang, J., & Han, J. (2012). Revisiting differential item functioning: Implications for fairness investigation. International Journal of Education, 4(2), 74-86. Huang, J., Adams, A. L., & Pudwill, J. (2012). The assessment of special education students: A North American overview. International Journal of Humanities and Social Science, 2(3), 15-22. Huang, J., Han, T., & Schnapp, K. (2012). Do high-stakes tests really address English language learners’ learning needs? – A discussion of issues, concerns, and implications. International Journal of Learning and Development, 2(1), 499-508. Huang, J., Dotterweich, E., & Bowers, A. (2012). Intercultural miscommunication: Impact on ESOL students and implications for ESOL teachers. Journal of Instructional Psychology, 39(1), 36-40. Qiu, A., & Huang, J. (2012). The effects of dynamic image schema on ESL students’ systematic improvement of listening comprehension: A dynamic system theory perspective. International Journal of Learning and Development, 2(1), 241-254. Huang, J., Smith, A., & Smith M. (2011). Teacher perceptions of strategies for improving ESOL students’ academic English skills: A K-12 perspective. Canadian and International Education, 40(3), 61-80. Huang, J., & Sheeran, T. (2011). Identifying causes of English-Chinese translation differential item functioning. International Journal of Applied Educational Studies, 12(1), 16-32. Huang, J. (2011). Generalizability theory as evidence of concerns about fairness in large-scale ESL writing assessments. TESOL Journal, 2(4), 423-443. Huang, J., & Foote, C. (2011). Using generalizability theory to examine scoring reliability and variability of judging panels in skating competitions. Journal of Quantitative Analysis in Sports, 7(3), 1-21. Huang, J. (2011). Are ESOL students really experiencing high levels of academic anxiety at North American universities? – Reports by Chinese graduate students. International Journal of Business and Social Science, 14(2), 35-41. Fernandes, A. C., Huang, J., & Rinaldo, V. (2011). Does where a student sits really matter? – The impact of seating locations on student classroom learning. International Journal of Applied Educational Studies, 10(1), 66-77. Huang, J., Clarke, K., Milczarski, E., & Raby, C. (2011). The assessment of ESOL students with learning disabilities: Issues, concerns, and implications. Education, 131(4), 732-739. Huang, J., Foote, C. (2010). Grading between the lines: What really impacts professors’ holistic evaluation of ESL graduate student writing. Language Assessment Quarterly, 7(3), 219-233. Huang, J., Cunningham, J., & Finn, A. (2010). Teacher perceptions of ESOL students’ greatest challenges in academic English skills: A K-12 perspective. International Journal of Applied Educational Studies, 8(1), 68-80. Huang, J. (2010). Infusing constructivism into a curriculum development course: A constructivist approach in the ESOL teacher education classroom. Journal for the Practical Application of Constructivist Theory in Education, 5(1). Huang, J., & Finn, A. (2009). Academic listening tests for ESOL students: Availability, concerns, and solution. International Journal of Applied Educational Studies, 6(1), 46-55. Huang, J. (2009). What happens when two cultures meet in the classroom? Journal of Instructional Psychology, 36(4), 335-342. Huang, J., & Cowden, P. (2009). Are Chinese students really quiet, passive and surface learners? – A cultural studies perspective. Journal of Canadian and International Education, 38(2), 75-88. Huang, J. (2009). Factors affecting the assessment of ESL students’ writing. International Journal of Applied Educational Studies, 5(1), 1-17. Huang, J., & Rinaldo, V. (2009). Factors affecting Chinese graduate students’ cross-cultural learning at North American universities. International Journal of Applied Educational Studies, 4(1), 1-13. Huang, J., & Brown, K. (2009). Cultural factors affecting Chinese ESL students’ academic learning. Education, 129(4), 643-653. Cowden, P., Cianca, S., Hahn, L., Brown, K., Ciminelli, M., Huang, J., & Vermette, P. (2009). How graphic organizers, dish detergent, water, electric beaters, bowls, soap foam and a Professor… helped the students learn Constructivism – Inquiry-Based Learning. Journal for the Practical Application of Constructivist Theory in Education, 4(1). Huang, J. (2008). How accurate are ESL students’ holistic writing scores on large-scale assessments? – A generalizability theory approach. Assessing Writing, 13(3), 201-218. Huang, J., & Klinger, D. (2006). Chinese graduate students at North American universities: Learning challenges and coping strategies. The Canadian and International Education Journal, 35(2), 48-61. Bond, S., Jun, Q., & Huang, J. (2006). Good practices for internationalizing the curriculum. Teaching and Learning in Higher Education, 43, 1-4. Huang, J. (2006). The effects of academic skills on Chinese ESL students’ lecture comprehension. College Student Journal, 40(2), 385-392. Huang, J. (2006). English abilities for academic listening: How confident are Chinese students? College Student Journal, 40(1), 218-226. Huang, J. (2005). Challenges of academic listening in English: Reports by Chinese students. College Student Journal, 39(3), 553-569. Huang, J. (2004). Voices from Chinese students: Professors’ use of English affects academic listening. College Student Journal, 38(2), 212-223. Huang, J. (1997). On the ‘five-step method’ in teaching "Junior English for China". Journal of Zhuzhou Education College, 2(1), 48-50. Huang, J. (1993). On the methodology of teaching "Junior English for China". Journal of Chenzhou Teachers College, 32(4), 75-80. Huang, J. (1992). On a new mode of teaching senior high school English texts. Journal of Hunan Normal University, supplement, 185-193. Huang, J. (1992). Some important psychological factors in high school English teaching. Journal of Chenzhou Teachers College, 26(2), 101-105. Huang, J. (1991). A tentative evaluation of integral teaching of English texts. Journal of Chenzhou Teachers College, 24(4), 100-104. Huang, J. (1991). CDP — A new mode of teaching the course “English teaching methodology”. Journal of Chenzhou Teachers College, 22(2), 71-78.
|
