Lecturer of the Department of Early Childhood Education
Quantitative research methords, application of statistics, curriculum assessment
1.Su, X. B. & Huang, X. R.*, Zhou, C., Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for Geography teachers in Senior high school. Education and Science, 42(190), 325-341.
2.Yan, H. B., Li, M.M., Huang, X. R. (2016). A Survey of K-12 Teachers’ Preparation for Using E-schoolbag. China Academic Journal Electronic Publishing House, 11, 100-107.
3.Shen, W., Chen, Y. H., & Huang, X. R. (2016). Middle school teacher’s working condition: Investigation on Z city in Henan province. Global Education, 45(2), 80-88. (Chinese Journal).
4.Shen, W. & Huang, X. R. (2016). Engagement in Teaching and Curriculum understanding in the background of Curriculum Reform: Based on the investigation of Junior high school teacher. Global Education, 71-76.
5.Zeng, X.H, Li, W.W, Wang, Y., Li, J., Huang, X.R., & Li, X.Y. (2016). Normative importance of money, family income, and self-esteem: A multilevel latent modeling analysis of data from Chinese early adolescents. Social Indicator Research. DOI: 10.1007/s11205-016-1243-3.
6.Huang, X. R., Zhang, F. (2015). Students’ Academic Psychological Burden: A Perspective from Phenomenology. Global Education, 8. (Chinese Journal)
7.Huang, X. R. & Zhan, S. L. (2015). The effects of school homework and out of school math tutoring on math anxiety: A comparison between Shanghai (China) and Finland. Global Education,12, 105-115. (Chinese Journal).
8.Huang, X.R. (2014). Measurement of Family Socioeconomic Status. Global Education, 12, 82-92. (Chinese Journal)
9.Huang, X.R., Cui, Y.H. (Translated) [Shulman, L. (2014)]. The Signature Pedagogies of the Professions: Lessons for the Education of Teachers. Global Education, 1, 3-13. (Chinese Journal)
10.Yang, X. D. & Huang, X.R. (2013). Achievement assessment in an educational reform era. East China Normal University Press: Shanghai, China. (Chinese Book)
11.Kennedy, K. J., & Huang, X. R. The Influence of Regime Type on the Development of Political Trust. (Working paper).
12.Kennedy, K. J., Huang, X. R., & Chow, J.K.F (2012). The Development of the Hong Kong Model of Political Trust. Journal of Social Science Education. 11(1), 23-46.
13.Chen, X. Y., Huang, X. R.*, Wang, L., & Chang, L (2012). Aggression, Peer Relationships, and Depression in Chinese Children: A Multi-Wave Longitudinal Study. Journal of Child Psychology and Psychiatry. 53 (12), 1233-1241.
14.Chen, X. Y., Huang, X. R., Chang, L., & Wang, L. (2010). Aggression, Social Competence, and Academic Achievement in Chinese Children: A 5-year Longitudinal Study. Development and Psychopathology, 22, 583-592.
15.Eisenberg, N., Chang, L., Ma, Y., & Huang, X. R. (2009). Relations of Parenting Style to Chinese Children’s Effortful Control, Resiliency, and Adjustment. Development and Psychopathology, 21, 445-477.
1.Li, L.J., Huang, X. R., & Kennedy, K. K. (April 15-16, 2016). “Births of a feather get together”: Hong Kong and Taiwanese adolescents’ aspirations for illegal protest. Paper presented on the Annual conference the comparative education society Hong Kong. Hong Kong.
2.Huang, X. R. (April 7-11, 2016). Multilevel bi-factor IRT for wording effects. National Council on Measurement in Education, Washington DC, USA.
3.Huang, X. R. (Nov, 2015). The effects of homework and private math tutoring on mathematics anxiety: A comparison among Finland, Shanghai and USA. The 13th Shanghai International Curriculum Forum, Shanghai, China.
4.Huang, X. R. (Dec, 2014). The exploration factor analysis, confirmatory factor analysis, and Bayesian factor analysis. The 15th annual convention of the Mainland Students Association, The Chinese University of Hong Kong: multiple perspective of the equality and social Justice in education.
5.Huang, X. R. (Nov, 2014). Do Chinese students’ mathematics anxiety is higher than the other countries. Paper presented at 12th Shanghai International Curriculum Forum.
6.Huang, X. R. (Oct, 2014). The effects of ability grouping on the development of students’ math achievement: A longitudinal study. The 17th National Academic Congress of Psychology, Beijing, China.
7.Huang, X. R. & Wang, W. C. (Aug, 2014). Measuring political trust: A comparison across three different types of democracy using Rasch analysis. Pacific Rim Objective Measurement Society (PROMS), Guangzhou, China.
8.Huang, X. R. (Mar, 2014). Do mathematic anxiety allow meaningful comparisons across countries: testing measurement invariance using CFA. French-Chinese Laboratory for studying curricula in science education (C2SE)—4th Seminar, Shanghai, China.
9.Kennedy, K. J., Huang, X. R., & Chow, J.K.F. (Feb, 2011). Hong Kong students’ levels of political trust ten years after the return to Chinese Sovereignty. The Hong Kong Institute of Education, Hong Kong.
10.Huang, X. R., Hau, K.T. (May, 2010). Changing Effects of Family Social Economic Status on Kindergarteners’ Reading Achievement: Longitudinal Analyses of ECLS-K. American Educational Research Association. Denver, CO, USA.
11.Huang, X. R. (November, 2009). Effects of Family Social Economic Status and school academic achievement on students’ reading achievement: A longitudinal Study. The 12th National Academic Conference of Psychology, Jinan, China.
12.Huang, X. R. (May, 2009). Effect of Family Social Economic Status on Students’ Academic Achievement: A Longitudinal Study. Association for Psychological Science, 21st Annual Convention. San Francisco, USA.
13.Huang, X.R., Chang, L., & Gao, D.G. (July, 2008). The Modified Analytical Steps for Multilevel Latent Growth Modeling and Its Applications. XXIX International Congress of Psychology. Berlin, Germany.
1.Education of Humanities and social science research on Youth Fund Project. The mechanism of learning anxiety and the development of early warning system in secondary school. 2016.07-2019.07