RESEARCH AND SCHOLARSHIP

Publications  

Articles in Refereed Journals (* = data-based). Some links to the article were not provided to follow the copyright policy of specific publishers. The copyright of the published materials belongs to corresponding publishers. They are provided only for research and educational purposes that do not conflict with the interests of the publishers.

           *Petty, T., Wang, C., & Harbaugh, A. (in press). Relationships between student, teacher, and school characteristics and mathematics achievement. School Science and Mathematics.

           *Polly, D., Wang, C., Lambert, R. G., Martin, C. S. (in press). Examining the influence of a curriculum-based elementary mathematics professional development program, Journal of Research in Childhood Education.

           *Polly, D., Wang, C., McGee, J., Lambert, R. G., Martin, C., Zuo, H., Pugalee, D. K. & Lehew, A. (in press). Evaluation of the impact of a professional development program on Kindergarten teachers’ beliefs, practices, and students’ mathematics assessment, Early Childhood Education Journal.

           *Wang, C., Schwab, G., Fenn, P., & Chang, M. (in press). 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).

         *Wang, C., Kim, D. H., Bong, M., & Ahn, H. S. (in press). Korean college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Asian EFL Journal.

*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.

*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.

 *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.

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.

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.

*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.

*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., Ozalle, T., & Wang, C. (2012). Student perceptions of diversity and campus climate: When students speak. New Waves-Educational Research & Development, 15, 3-22.

*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.

*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.

*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.

*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, 117-136.

*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). Rethinking the relationship between reading and behavior in early elementary school. The Journal of Educational Research, 104, 100-109.

*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., Ma, W., & Porfeli, E. (2011). Oral reading rates of second-grade students. Journal of Educational Psychology,103, 442-454.

*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.

*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.

*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 Quarterly, 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.

*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.

*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. The Journal of Special Education, 43, 12-28.

*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.

*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.

*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.

*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.

*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.

*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.

*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.

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.

*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.

* Wang, C., & Pape, S. (2005). Self-efficacy and self-regulation in learning English as a second language. The CATESOL Journal, 17(1), 76-90.

*Pape, S., & Wang, C. (2003). Middle school children’s strategic behavior: Classification and relation to academic achievement and mathematical problem-solving. Instructional Science, 31(6), 419-449.
 

 Books (ALL REFEREED)
 

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., 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 perspectives on applying self-regulated learning in different settings. Almeria, Spain: Education & Psychology I + D + i.

*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.

CONFERENCE PRESENTATIONS

National/International Presentation (ALL REFEREED)

Wang, C., Schwab., G., & Fenn, P. (2011). Self-efficacy and self-regulated learning strategies for English language learners: Comparison between Chinese and German college students. Paper presented at the 17^th German-American Faculty Symposium, Ludwigsburg, Germany.

Wang, C., & Kolano, L. Q. (2011). English language learners’ willingness to communicate within authentic contexts. Roundtable paper presentation at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA.

Wang, C., Lambert, R. G., McGee, J. R., Polly, D. B. (2011). Implementation of a standards based mathematics curriculum in elementary classroom: A program evaluation perspective. Roundtable paper presentation at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA.

Wang, C., & Kim, D. (2011). Examination of the psychometric properties of a self-efficacy scale. Roundtable paper presentation at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA.

Polly, D. B, Wang, C., McGee, J. R, & Lambert, R. G. (2011). Evaluation of a mathematics professional development program focused on supporting standards-based curriculum implementation. Paper presentation at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA.

Wang, C., Kim, D. H., & Ng, K. M. (2010). Factorial invariance across international students of an emotional intelligence scale. Poster presentation at the Annual Conference of American Educational Research Association (AERA), Denver, CO.

Quach, L. H., Jantz, V., Wang, C., & Kissau, S. P. (2010). Southern discomfort: Teacher perceptions of English language learners in rural communities. Roundtable paper presentation at the Annual Conference of American Educational Research Association (AERA), Denver, CO.

Cai, J., Wang, N., Nie, B., Moyer, J., & Wang, C. (2010). Student learning and classroom instruction using standards-based and traditional curricula: An analysis of instructional tasks. Paper presentation at the Annual Conference of American Educational Research Association (AERA), Denver, CO.

Bird, J., Wang, C., & Murray, L. (2009). Building budgets and trust through superintendent leadership. Paper presented at 2009 American Association of School Administrators National Conference on Education, San Francisco, CA.

Bird, J., Wang, C., Watson, J., & Murray, L. (2009). Principal vacancy? Hire authenticity. Paper presented at 2009 American Association of School Administrators National Conference on Education, San Francisco, CA.

Chan, P., Wang, C., & Xu, L. (2009). A study on the problems and strategies of novice teachers’ professional development. Paper presented at the Hawaii International Conference on Education, Honolulu, HI.

Li, Y., & Wang, C. (2009). An empirical study of reading self-efficacy and reading strategies use in the Chinese EFL context. Paper presentation at the Annual Conference of American Educational Research Association (AERA), San Diego, CA.

Hu, J., Wang, C., Zhang, G., & Chang, Y. (2009). Chinese college students’ self-efficacy beliefs and self-regulated learning behaviors. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2009 Convention, Denver, CO.

Wang, C., Lambert, R. G., & McCarthy, C. J. (2008). Assessing the validity of the CARD across school settings using multilevel structural equation modeling. Round table paper discussion presentation at the Annual Conference of American Educational Research Association (AERA), New York.

Wang, C., Boukhtiarov, A., DiBiase, W. J. (2008). Evaluation of series of problem-based learning courses across four campuses. Paper presentation at the Annual Conference of American Educational Research Association (AERA), New York.

Lo, Y., & Wang, C. (2008). Examining the impacts of early reading intervention on the early literacy skills of at-risk urban kindergarteners. Paper presentation at the Annual Conference of American Educational Research Association (AERA), New York.

Porfeli, E., J., Wang, C., & Hartung, P. J. (2008). The intergenerational transmission of work affectivity and experiences. Poster presentation at XXIX International Congress of Psychology. Berlin, Germany.

Bufalino, J., Wang, C., & Gomez-Bellenge, F. (2007). What’s Possible for First Grade At-Risk Literacy Learners Receiving Early Intervention Services? Paper presented at the Annual Conference of American Educational Research Association (AERA), Chicago, IL.

Wang, C. (2007). Family and parental involvement in dual language development. Paper presented at the Annual Conference of Chinese American Educational Research and Development Association (CAERDA), Chicago, IL.

Wang, C., Wang. L., & Li, Y. (2007). Chinese secondary school self-regulated learners of English. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2007 Convention, Seattle, WA.

Quach, L. H., & Wang, C. (2006). Bilingualism and teacher efficacy: Why language study matters for mainstream classroom teachers in diverse schools. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2006 Convention, Tampa, FL.

Pape, S. J., Yetkin, E., Wang, C., & Naumann, W. (2006). Middle school students’ self-regulated learning: An examination of the effect of mathematical contexts. Paper presented at the Annual Conference of American Educational Research Association (AERA), San Francisco, CA.

Wang, C. (2005). A first grade English language learners’ self-efficacy beliefs and self-regulated learning strategies. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2005 Convention, San Antonio, TX.

Wang, C., & J. Song (2005). Doing classroom research as a teacher researcher. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2005 Convention, San Antonio, TX.

Rodger, E., Gomez-Bellenge, F. Wang, C., & Schulz, M. (2005). Predicting the literacy achievement of struggling readers: Does intervening early make a difference? Paper presented at the Annual Conference of American Educational Research Association (AERA), Montreal, CA.

Gomez-Bellenge, F., Rodger, E, Wang, C., & Schulz, M. (2005). Examination of the validity of the Observation Survey with a comparison to ITBS. Paper presented at the Annual Conference of American Educational Research Association (AERA), Montreal, CA.

Wang, C. (2004). Teacher education for teaching English for specific purposes. Paper presented at TESOL (Teachers of English to Speakers of Other Languages) 2004 Convention, Long Beach, CA.

Rodgers, E., Wang, C., & Gomez-Bellenge, F. (2004). Closing the literacy achievement gap with early intervention. Paper presented at the Annual Conference of American Educational Research Association (AERA), San Diego, CA.

Pape, S., & Wang, C. (2004). Relationships between middle school children’s conception of learning, strategies, problem-solving behavior and success, and achievement. Paper presented at the Annual Conference of American Educational Research Association (AERA), San Diego, CA.

Rodgers, E., & Wang, C. (2004). Closing the literacy achievement gap. Paper presented at the National Reading Recovery & Early Literacy Conference, Columbus, OH.

Wang, C. (2003). English for specific purposes in teacher education. Paper presented at Teachers of English to Speakers of Other Languages (TESOL) 2003 Convention, Baltimore, MD.

Wang, C., & Pape, S. (2002) Self-efficacy and self-regulation in learning English as a second language. Paper presented at the Annual Conference of American Educational Research Association (AERA), New Orleans, LA.

Pape, S., & Wang, C. (2001) Middle-school students’ conception of learning (COL): Influences on strategies, achievement, and problem-solving behavior. Paper presented at the Annual Conference of American Educational Research Association (AERA), Seattle, WA.

Zhou, Q., & Wang, C. (1995). Analysis on characteristics of business English. Paper presented at the National Conference on Business English in China, Shanghai.

Wang, C. (1994). Studies on the teaching of English to non-English major postgraduate students. Paper presented at the National Conference on the Teaching of English to Non-English Major Postgraduate Students, Harbin, Heilongjiang Province.

State/Regional Presentation (ALL REFEREED)

Wang, C., Petty, T., Harbaugh, A. (2008). Factors that impact high school students’ achievement in mathematics. Paper presented at the Annual Conference of North Carolina Association of Educational Research (NCARE), New Bern, NC. The presentation was refereed.

Wang, C. (1999). Welfare: A key to solve social problems caused by unemployment in China. Paper presented at the Midwest Conference on Asian History and Culture. Columbus, OH.

Wang, C. (1996). Writing for non-English major postgraduate students. Paper presented at the Seminar on the Teaching of English to Non-English Major Postgraduate Students in Shaanxi Province, Xi’an , Shaanxi Province.

Wang, C., & Chang, Q. (1990). Probe into the teaching of English to non-English major students. Paper presented at the Seminar on the Teaching of English to Non-English Major Students in Shaanxi Province, Xi’an, Shaanxi Province.

Local Presentations (INVITED)

Wang, C. (2009). Sino-American educational research: Opportunities and challenges. Invited presentation in the 2009-10 Global Perspective Series of Mu Chapter of Phi Beta Delta Association, Office of International Programs, UNC Charlotte.

Wang, C. (2009). Research in self-efficacy and self-regulated learning strategies. Invited lecture at the School of International Studies at Xi’an Jiaotong University, P. R. China.

Wang, C. (2005). A first grade English language learners’ self-efficacy beliefs and self-regulated learning strategies. Paper presented at 2005 ESL Symposium sponsored by the North Carolina State University ESL program. Raleigh, NC. 

GRANTS AND CONTRACTS

            National Grants

Warren, K. A., & Wang, C. (2009). Development, implementation, and assessment of geotechnical concept tools. Funded by National Science Foundation for $149,699.

Local/Regional Grants

               Wang, C., & Lambert, R. (2012-2015). Evaluation of the              Assessment Practices to Support Mathematics Learning and Understanding for Students (APLUS). Funded by Kannapolis City Schools, North Carolina, for $300,000.

Lambert, R., & Wang, C. (2009). Evaluation of developing standards-based mathematics teachers. Funded by Kannapolis City Schools, North Carolina, for $259,445.

Wang, C. (2008). Expert witness for Center for Civil Rights Leandro intervention. Funded by University of North Carolina at Chapel Hill for $7,500.

University Faculty Development Grants

Wang, C. (2011). Impact of school factors on the achievement gap. Funded by UNC - Charlotte for $5996.

Wang, C. (2009). High school challenge: Achievement gap between at-risk and not-at-risk students. Funded by the Institute of Social Capital at UNC Charlotte for $5000.

Wang, C. (2005). Elementary school students’ self-efficacy beliefs and self-regulated learning strategies in learning English as a second language. Funded by UNC – Charlotte for $6,000.

Lo, Y., & Wang, C. (2005). Improving basic literacy skills and social behavior of urban at-risk kindergartners through intensive early reading intervention and parental involvement. Funded by Urban Institute at UNC – Charlotte for $5000.

Wang, C. (2001). Self-efficacy beliefs and self-regulated learning strategies of children learning English as a second language. Program for the Enhancement of Graduate Studies (PEGS), Funded by The Ohio State University for $2,000.

Wang, C. (1995). Standardizing the test of English for graduate students. Funded by Xi’an Jiaotong University for $2,500.