I am passionate about using quantitative analysis, research methods, and program evaluation to better understand how people learn and how educational institutions can be improved.

Shifang Tang, Ph.D.
Assistant Professor

  • Faculty
Psychology and Special Education
Contact Shifang She/Her
Employer
Texas A&M University-Commerce
Related Department
Psychology and Special Education
Hometown
Wuhan, China
College Major
Scientific English
Year Graduated
2002

Dr. Shifang Tang was born and raised in China and moved to the United States to pursue a doctoral degree in educational psychology with a concentration in bilingual education at Texas A&M University. After graduating in 2018, she worked as a research scientist, focusing on data analysis and program evaluation across multiple federally funded projects at Texas A&M. In September 2022, Tang started her position as an assistant professor at A&M-Commerce, where her professional goal is to make a difference in the lives of K-12 English learners and economically challenged students by investigating effective and research-based practices impacting student attitudes, motivation, learning strategies and academic achievement, and to offer her experience and expertise to her students. In her free time, she enjoys reading, cooking and gardening.

A Conversation with Dr. Tang

What would you tell a student who is considering A&M-Commerce?

As a faculty member, I can tell you that we are committed to providing you with an exceptional education that is tailored to your needs and goals. Our student-centered teaching philosophy ensures that you will receive quality instruction in statistics and research methods, as well as personalized attention and support to help you succeed in your academic and professional pursuits. Our vibrant campus community offers countless opportunities for involvement, and we are confident that you will find your niche here.

What draws you to your discipline?

I am passionate about using quantitative analysis, research methods, and program evaluation to better understand how people learn and how educational institutions can be improved. This field allows me to apply statistical methods to analyze large data sets and draw meaningful conclusions from them, which I find both challenging and rewarding. Moreover, I am deeply committed to advancing the field of education through empirical research, and educational psychology provides me with the tools and methods to do so. Through my work, I hope to contribute to developing evidence-based practices that can be used to enhance teaching and learning in schools, universities, and other educational settings.

What has been your favorite course to teach?

I am particularly drawn to teaching courses in quantitative analysis, research methods, and program evaluation because I believe that these skills are essential for developing evidence-based practices that improve educational institutions. By teaching these courses, I hope to empower my students with the tools and techniques they need to evaluate research studies and conduct their own rigorous studies critically. I also enjoy helping students develop the ability to use data to inform decision-making and program evaluation, which can significantly impact the quality of education provided to students. Overall, I find that teaching these courses allows me to contribute to advancing educational research and practice in a meaningful way.

Tell us something interesting about yourself.

I've been passionate about gardening for years, and I'm still trying to convince my plants that playing dead isn't a garden game!

Educational Background

Research Interests

  • Testing and measurement for underserved learners in ESL/EFL/bilingual settings
  • Program evaluation and quantitative/qualitative analysis in educational research
  • Learning motivation and strategies

Selected Publications

  • Tang, S., Tong, F., Irby, B, Lara-Alecio, R. (2022). Bilingual teachers' application of the cooperative/collaborative/peer-tutoring strategies in teaching cognitive content in a randomized control study. International Journal of Bilingual Education and Bilingualism. [SSCI, 2021 Impact Factor: 3.165]
  • Tang, S., Irby, B., Tong, F., & Lara-Alecio, R. (2021). The effects of the cooperative/collaborative/peer-tutoring strategies on English learners' reading and speaking proficiency in an English-medium context: A research synthesis. Sage Open. [SSCI, 2021 Impact Factor: 2.032]
  • Tang, S., Wang, Z., & Sutton-Jones, K. (2021). A multi-level analysis of upper elementary students' performance on the STAAR reading exam: Comparing growth trajectories of rural and non-rural school districts. Educational Studies. [SSCI, 2021 Impact Factor: 1.5]
  • Tang, S., Long, M., Tong, F., Wang, Z., Zhang, H., Sutton-Jones. K. (2020). A comparative study of problem-based learning and traditional approaches in College English classrooms: Analyzing pedagogical behaviors via classroom observation. Behavioral Sciences, 10 (6), 105. [Indexed in SSCI, 2021 Impact Factor: 2.286].
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