Aubrey Wang, Ph.D.

Associate Professor of Educational Leadership, Chair, Institutional Review Board
Specializations: Education, educational leadership, research methods, achievement gap
Office: Merion Hall 266, Maguire Campus
Phone: 610-660-3186
Email: awang@sju.edu
Websites: ResearchGate Profile, GoogleScholar Profile

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.

Education

  • University of Pennsylvania: Ph.D. in Policy Research, Evaluation and Measurement
  • University of Pennsylvania: M.S. in Higher Education
  • New York University: B.S. in Business Management

Professional Experience

Academic and Research

  • St. Joseph's University: Chair, Institutional Review Board (2017-present)
  • St. Joseph’s University: Director of Interdisciplinary Doctor of Education Program for Educational Leaders (2014-2018)
  • St. Joseph’s University: Associate Professor (2013 – Present)
  • St. Joseph’s University: Assistant Professor (2007 - 2012)

Courses Taught

Master level:

  • EDL 600:Educational Leaders as Reflective Practitioner and Researcher
  • EDL 660: Measurement and Evaluation of Instructional Outcomes

Doctoral level:

  • EDL 805: Principles of Quantitative Research
  • EDL 810: Quantitative Research Design
  • EDL 835: Principles of Qualitative Research
  • EDL 840: Qualitative Research Design
  • EDL 870: Dissertation Seminar and Proposal Writing

Publications

Selected Journal Publications

Wang, A. H., & Fitzpatrick, C. (2018). Which early childhood experiences and skills predict kindergarteners’ working memory? Journal of Developmental & Behavioral Pediatrics, August 8, 2018. doi: 10.1097/DBP.0000000000000610  Video Abstract: https://youtu.be/vEbS1hgbT_E

Byrnes, J. P., Miller-Cotto, D., & Wang, A. H. (2018).Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition and Development, June 1, 2018. http://dx.doi.org.ezproxy.sju.edu/10.1080/15248372.2018.1470975 

Lore, M. D.*, Wang, A. H., & Buckely, M. T. * (2016). Effectiveness of a parent-child home numeracy intervention on urban Catholic first graders. Journal of Catholic Education, 19(3), 142-165. doi: 10.15365/joce.1903082016

Wang, A. H., Firmender, J. M., Power, J. R.*, & Byrnes, J. P. (2016). Understanding the characteristics and effects of school-based early mathematics learning opportunities in early childhood settings: A meta-analytic review. Early Education and Development, 27(5), 692-713. https://doi.org/10.1080/10409289.2016.1116343

Wang, A. H., Kong, A., & Farren, Sr., T.* (2014). What learning environment factors motivate non-heritage language learners in middle grades to learn Chinese? Electronic Journal of Foreign Language Teaching, 11(2), 312-326. http://e-flt.nus.edu.sg/v11n22014/wang.pdf

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. http://dx.doi.org/10.1016/j.cedpsych.2013.04.004

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. https://doi.org/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. http://dx.doi.org/10.1007/s10643-009-0353-9

Book Chapters in Edited Books

Wang, A. H., & Byrnes, J. (January, 2018). Making connections to realize potential in early childhood mathematics. In V. Kinnear, M. Y. Lai, & T. Muir (Eds.), Forging Connections in Early Mathematics Teaching and Learning. New York, NY: Springer Publishing. https://www.springer.com/us/book/9789811071515

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

Grants and Awards

  • Principal Investigator, St. Joseph's University Sabbatical Research Grant, Spring 2016
  • Principal Investigator, St. Joseph’s University Summer Research Grant, Summer 2013, $8,000
  • Principal Investigator, American Educational Research Association Research Grant, 2011-2013, $34,076
  • Developer, St. Joseph’s University Curriculum Course Development Grant, 2009, $4,000
  • Principal Investigator, St. Joseph’s University Summer Research Grant, 2008, $8,000