Feng Jiang

I am the Director of the Office of Innovation for Education at the University of Arkansas, where I lead research and initiatives that support innovative educational practices in Arkansas schools. Before joining the University of Arkansas, I spent nine years teaching high school physics in China. In 2008, I came to the U.S. to further my studies, earning my Ph.D. in Curriculum and Instruction with a focus on Science Education from the University of Arkansas in 2012. My professional journey includes postdoctoral research at New York University and various research roles at the Office of Innovation for Education. I live in Fayetteville with my wife and three lovely boys.

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

2025-Present. Director. Office of Innovation for Education, University of Arkansas.
2022-2024. Assistant Director of Research and Planning. 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.