Aubrey Wang, Ph.D.
Associate Professor, Director of Interdisciplinary Doctor of Education Program for Educational Leaders
Office: Merion Hall 266, Maguire Campus
Aubrey H. Wang is an Associate Professor of Education. She teaches qualitative and quantitative research methods courses at the doctoral and master-level in the Department of Educational Leadership. Prior to joining the St. Joseph’s University in 2007, Dr. Wang worked as an evaluation and policy specialist at the School District of Philadelphia, an associate research scientist at the Educational Testing Service, and a research assistant at the University of Pennsylvania’s Consortium for Policy Research in Education. Dr. Wang conducts research in the areas of early mathematics learning, Black-White achievement gap, and school and teacher effectiveness.
- University of Pennsylvania (2001): Ph.D. in Policy Research, Evaluation and Measurement
- University of Pennsylvania (1994): M.S. in Higher Education
- New York University (1993): B.S. in Business Management
evaluation and measurement, quantitative and qualitative research methods, early mathematics learning opportunities, achievement gap
Academic and Research
- St. Joseph’s University: Director of Interdisciplinary Doctor of Education Program for Educational Leaders (2014-Present)
- St. Joseph’s University: Associate Professor (2013 – Present)
- St. Joseph’s University: Assistant Professor (2007 - 2012)
- School District of Philadelphia: Policy and Evaluation Analyst (2005-2007)
- Educational Testing Service: Associate Research Scientist (2001-2005)
- University of Pennsylvania, Consortium for Policy Research in Education: Research Assistant (1998-2001)
- St. Joseph’s University: Adjunct Professor (1999-2000)
- University of Pennsylvania, Center for Research and Evaluation of Social Policy: Graduate Assistant (1998)
- Metis Associates: Research Intern (1997)
Activities in Academic/Professional Organizations/Publications
- Educational Evaluation and Policy Analysis
- Educational Researcher
- Teacher College Record
- Scholar–Practitioner Quarterly
- American Journal of Research
- American Educational Research Association
- Chinese American Educational Research & Development Association.
- Association for Supervision and Curriculum Development
- American Council on the Teaching of Foreign Languages
- EDL 600:Educational Leaders as Reflective Practitioner and Researcher
- EDL 660: Measurement and Evaluation of Instructional Outcomes
- EDL 805: Principles of Quantitative Research
- EDL 810: Quantitative Research Design
- EDL 835: Principles of Qualitative Research
- EDL 870: Dissertation Seminar and Proposal Writing
Wang, A. H., Shen, F., & Byrnes, J. (2013). Does the opportunity-propensity framework predict early mathematics skills for low-income pre-kindergarten children? Contemporary Educational Psychology, 38, 259-270.
Wang, A. H., Walters, A., & Thum, Y. M. (2013). Identifying highly effective urban schools: Comparing two measures of school success. International Journal of Educational Management, 27(5), 517-540. doi: 10.1108/09513541311329878
Terosky, A. L., Wang, A. H., Berenato, C., & Rodriquez, E. (2012). Sitting in the director’s chair: One university’s response to media representation of education. Scholar-Practitioner Quarterly, 6(1-2), 51-64.
Wang, A. H. (2010). Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn. Early Childhood Education Journal, 37(4), 295-302. doi: 10.1007/s10643-009-0353-9
Wang, A. H. (2008). A pre-kindergarten achievement gap? Scope and implications. US-China Education Review, 5(9), 23-31.
Braun, H., Wang, A., Jenkins, F., & Weinbaum, E., (2006). The black-white achievement gap: Do state policies matter? Education Policy Analysis Archive, 14(8), 1-110.
Book Chapters in Edited Books
Wang, A. H. (2010). Motivating U. S. Students to learn Chinese as a second language: Understanding the interactions between motivation, ethnicity, and teaching strategies. In J. Cai, J. Chen, & C. Wang (Eds.), Teaching and learning Chinese: Issues and perspectives (pp. 117-135). Charlotte, NC: Information Age Publishing. http://www.infoagepub.com/products/Teaching-and-Learning-Chinese
Manuscript under review
Wang, A. H., Kong, A., & Farren, Sr., T.* (under review). What learning environment factors motivate U.S. non-heritage language learners in middle grades to learn Chinese? Manuscript submitted to the Canadian Modern Language Review journal.
Farren, Sr., T.*, Kong, A., & Wang, A. H. (2014, April 4). Understanding the motivational factors for urban, non-heritage language learners of Chinese. Roundtable presentation to be presented at the annual conference of the American Educational Research and Development Association, Philadelphia, PA.
Lavelle-Lore, M.*, &Wang, A. H. (2014, April 7). Parent-child home numeracy intervention and the mathematics scores of first grade students in urban catholic schools. Roundtable presentation to be presented at the annual conference of the American Educational Research and Development Association, Philadelphia, PA.
Wang, A. H., Firmender, J., & Power, J.* (2014, April 4).Understanding the influence of school-based early mathematics learning opportunities in early childhood settings: a meta-analytic review. Paper presentation to be presented at the annual conference of the American Educational Research and Development Association, Philadelphia, PA.
Sirinides, P., Wang, A. H., & Blalock, T. (2014, April 7). Understanding the state of Pennsylvania’s children at kindergarten entry: A stakeholder dialogue. Roundtable presentation to be presented at the annual conference of the American Educational Research and Development Association, Philadelphia, PA.
Wang, A. H., Kong, A., & Farren, Sr., T.* (2013, November). Engaging middle-grade non-heritage language learners in learning Chinese. Paper presentation at the annual conference of the American Council on the Teaching of Foreign Languages, Orlando, FL.
Wang, A. H., Shen, F., & Byrnes, J. (2013, April 27-May 1). Does the opportunity-propensity framework predict the early mathematics skills of low-income pre-kindergarten children? Paper presentation at the annual conference of the American Education Research and Development Association, San Francisco, CA.
Wang, A. H. (2012, April). Factors predicting early mathematics skills for low-income children: Using opportunity-propensity framework. Roundtable presentation at the annual conference of the American Education Research and Development Association, Vancouver. British Columbia, Canada.
Kong, A., Wang, A. H., & Wong, J. (2011, November). Challenges in creating a sustainable Chinese program at an urban charter school. Roundtable presentation at the annual conference of the American Council on the Teaching of Foreign Languages, Denver, CO.
Berenato, C., Rodriguez, E., Terosky, A. L., & Wang, A. H. (2011, May). Saint Joseph’s University Response to Waiting for Superman. Panel presentation at the annual Scholar-Practitioner Quarterly Conference, Philadelphia, PA.
Wang, A. H., & Offenberg, R. (2011, April). Pre-kindergarten math content exposure: Does it predict higher level math content exposure and math achievement in kindergarten? Poster presentation at the biennial meeting of the Society for Research in Child Development, Montreal, Quebec, Canada.
Wang, A. H. (2010, November). Gender, age, and heritage effects on motivation in learning Chinese. Paper presentation at the joint Less Commonly Taught Languages SIG session “Motivating Factors in Learning a Foreign Language” at the annual conference of the American Council on the Teaching of Foreign Languages, Boston, MA.
Wang, A. H. (2010, June). Relation between early mathematics experiences and mathematics achievement for children from low-income families. Poster presentation at the Fifth Annual IES Research Conference, National Harbor, MD.
Wang, A. H. (2009, April). Relation of opportunity to learn mathematics and kindergarten student diversity on mathematics achievement and other outcomes. Paper presentation at the meeting of the Chinese American Educational Research and Development Association, San Diego, CA.
Grants and Awards
- St. Joseph’s University Summer Research Grant, 2013
- American Educational Research Association Research Grant, 2011-2013
- St. Joseph’s University Curriculum Course Development Grant, 2009
- St. Joseph’s University Summer Research Grant, 2008
- U. S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students, Research Grant, 2006-2011
- U.S. Department of Education, NAEP Secondary Analysis Grant, 2002
- Educational Testing Service, Research Grant, 2002
Mentioned in SJU News
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Expertise: Educational Leadership
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