Feng Jiang

I currently work as the Assistant Director of Research and Planning for the Office of Innovation for Education at the University of Arkansas. After worked as a high school physics teacher in China for nine years, I came to the U.S. in 2008 and earned my Ph.D. in Curriculum and Instruction, with a focus on Science Education, from the University of Arkansas in 2012. I live in Fayetteville with my wife and three boys.

I am interested in educational data analysis and data visualization.

Education

2012. Ph.D., Curriculum and Instruction (Science Education), University of Arkansas, Fayetteville, AR.
2006. M.Ed., Physics Education, Capital Normal University, Beijing, China.
1998. B.S., Physics Education, Nanjing Normal University, Nanjing, China.

Professional Experience

2022.9- . Assistant Director. Office of Innovation for Education, University of Arkansas.
2016-2022. Research Associate. Office of Innovation for Education, University of Arkansas.
2014-2016. Research Assistant. Office of Innovation for Education, University of Arkansas.
2012-2014. Postdoctoral Researcher. Department of Teaching and Learning, New York University.
2010-2012. Graduate Assistant. Department of Curriculum and Instruction, University of Arkansas.
2008-2009. Graduate Assistant. Department of Curriculum and Instruction, Indiana University.
1998-2007. Physics Teacher. Tongzhou Senior High School, Jiangsu, China.

Publications

Lee, O., Llosa, L., Jiang, F., O’Connor, C., & Haas, A. (2016). School resources in teaching science to diverse student groups: An intervention’s effect on elementary teachers’ perceptions. Journal of Science Teacher Education, 27(7), 769-794.
Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C. (2016). Elementary teachers’ science knowledge and instructional practices: Impact of an intervention focused on English language learners. Journal of Research in Science Teaching. 53(4), 579-597.
Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C., & Kieffer, M. J. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal. 53(2), 395-424.
Jiang, F. & McComas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes using propensity score analysis of PISA data. International Journal of Science Education. 37(3), 554-576.
Jiang, F. & McComas, W. F. (2014). Analysis of nature of science included in recent popular science writing using text mining techniques. Science & Education. 23(9), 1785-1809.