Dr. Jinyan Huang
Professor of Leadership and Policy
- Office Location:
- ACAD Room 325 F
- Office Hours:
- Contact for Appointment
Jinyan Huang (Ph.D.) is a Professor of Leadership and Policy at Niagara University. Dr. Huang earned his Ph.D. (2007) in measurement, assessment and quantitative research methods from Queen's University at Kingston in Canada. As part of his Ph.D. program, he studied at the Centre for Research in Applied Measurement and Evaluation (CRAME) (2004) at the University of Alberta in Canada. Dr. Huang's areas of research centre on large-scale assessment, leadership, and policy issues. Specifically, he is interested in the following four issues: a) factors or level of factors that affect students’ large-scale standardized test scores; b) assessment issues (reliability, validity, and fairness) in schools and universities; c) leadership traits and leader effectiveness in organizations; and c) the use of assessment data for supporting leadership and policy making. Such a focus enables Dr. Huang to concentrate on the use of his research expertise in multivariate statistical methods, factor analysis and structural equation modeling (SEM), hierarchal linear modeling (HLM), geographic information system (GIS), generalizability (G-) theory, and item response theory (IRT).
Focus of Teaching
Dr. Huang is currently teaching the following required and elective courses in the Leadership and Policy Ph.D. Program at Niagara University:
Ph.D. required courses:
ADS 805 – Research and Statistics
ADS 820 – Advanced Quantitative Research
ADS 850 – Dissertation I
ADS 852 – Dissertation II
ADS 855 – Dissertation III
Ph.D. elective courses:
EDU 681: Survey Design for Social Sciences Research
EDU 682: Survey Data Analysis for Social Sciences Research
EDU 683: Using Focus Groups in Leadership and Policy Research
EDU 684: Advanced Topics in Leadership and Policy Research (Students can choose a topic(s) related to their interests and needs): Generalizability Theory, Item Response Theory, Hierarchal Linear Modeling, Factor Analysis, and/or Structural Equation Modeling
Dr. Huang’s current research projects include 1) International students in American higher education: A GIS study examining their places of origin and destinations of American universities; 2) Destinations and program areas of American study abroad students: Implications for internationalization of American higher education; 3) Fairly assessing K-12 English language learners’ English: Implications for policy makers and classroom teachers; 4) Examining the factors directly affecting EFL students’ English pragmatic competence: A structural equation modeling approach; 5) Using item response theory to construct an English pragmatic competence test for Chinese college students; 6) Assessment literacy for language educators: Assessment for, of, and as learning; and 7) Dual degree programs for English major students at a Chinese university: Benefits and pitfalls.
Pang, N, S., & Huang, J. (2015). East-west perspectives on educational leadership and policy. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-035-8]
Huang, J., & Han, T. (2014). Empirical quantitative research in social sciences: Examining significant differences and relationships. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-015-0]
Huang, J. (2013). Empirical generalizability theory research: Examining rating variability, reliability and validity issues. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-013-6]
Huang, J. (2013). East meets west: Chinese ESL students in North American higher education. Hauppauge: Nova Science Publishers, Inc. [ISBN: 978-1-62618-195-3]
Huang, J. (2012). Fairness in large-scale ESL writing assessments – Investigating evidence through generalizability theory. Saarbrücken: LAMBERT Academic Publishing GmbH & Co. [ISBN: 978-3-659-19364-4]
Huang, J. (2012). Overcoming foreign language classroom anxiety. Hauppauge: Nova Science Publishers, Inc. [ISBN: 978-1-61324-775-4]
Refereed Journal Articles
Huang, J. & Minervino. K. J. (in press). Teacher perceived effectiveness and use of teaching strategies at schools in good standing versus failing schools. Contemporary Educational Research Quarterly.
Huang, J. & Li. Z. (2015). Reliability, validity, and fairness in classroom and large-scale standardized assessments. International Journal of Education and Culture, 4(2).
Tong, Y. & Huang, J. (2014). Online education with information and communication technologies in American higher education: Benefits, challenges, and implications. International Journal of Education and Culture, 3(4), 153-164.
Huang, J., & Tavano, H. (2013). Developing ESOL students’ intercultural communicative competence: Importance, challenges, and implications. Language and Communication Quarterly, 2(3), 164-174.
Cianca, S. & Huang, J. (2013). Cultures and philosophies: A professor with a Western Socratic-based philosophy and her peer with an Eastern Confucius- based philosophy internationalize curriculum. International Journal of Education and Culture, 2(4), 230-245.
Huang, J., & Reilly, M. (2013). Using generalizability theory to examine manager and worker perceptions of skilled trades business leadership effectiveness and ineffectiveness. Leadership and Policy Quarterly, 2(2), 59-80.
Huang, J., Sheeran, T, Zhao, B., & Xiong, Y. (2013). Faculty perceptions of assessing ESOL students’ pragmatic competence: The hidden face of communication. Language and Communication Quarterly, 2(1), 1-21.
Huang, J., & Fernandes, A. C. (2013). The impact of cultural influences on seating arrangement selections and student systematic learning in the classroom: An international perspective. International Journal of Education and Culture, 2(1), 1-15.
Fernandes, A. C., & Huang, J. (2012). Teacher perceptions of the impact of seating arrangements on student participation in the classroom: A North American perspective. International Journal of TESOL and Learning, 1(1), 17-34.
Elorbany, R., & Huang, J. (2012). Examining the impact of rater educational background on ESL writing assessment: A generalizability theory approach. Language and Communication Quarterly, 1(1), 2-24.
Huang, J. (2012). Using generalizability theory to examine the accuracy and validity of large-scale ESL writing. Assessing Writing, 17(3), 123-139.
Fernandes, A. C. & Huang, J. (2012). Chinese teacher perceptions of the impact of classroom seating arrangements on student participation. International Journal of Applied Educational Studies, 13(1), 49-67.
Huang, J., & Han, J. (2012). Revisiting differential item functioning: Implications for fairness investigation. International Journal of Education, 4(2), 74-86.
Huang, J., Adams, A. L., & Pudwill, J. (2012). The assessment of special education students: A North American overview. International Journal of Humanities and Social Science, 2(3), 15-22.
Huang, J., Han, T., & Schnapp, K. (2012). Do high-stakes tests really address English language learners’ learning needs? – A discussion of issues, concerns, and implications. International Journal of Learning and Development, 2(1), 499-508.
Huang, J., Dotterweich, E., & Bowers, A. (2012). Intercultural miscommunication: Impact on ESOL students and implications for ESOL teachers. Journal of Instructional Psychology, 39(1), 36-40.
Qiu, A., & Huang, J. (2012). The effects of dynamic image schema on ESL students’ systematic improvement of listening comprehension: A dynamic system theory perspective. International Journal of Learning and Development, 2(1), 241-254.
Huang, J., Smith, A., & Smith M. (2011). Teacher perceptions of strategies for improving ESOL students’ academic English skills: A K-12 perspective. Canadian and International Education, 40(3), 61-80.
Huang, J., & Sheeran, T. (2011). Identifying causes of English-Chinese translation differential item functioning. International Journal of Applied Educational Studies, 12(1), 16-32.
Huang, J. (2011). Generalizability theory as evidence of concerns about fairness in large-scale ESL writing assessments. TESOL Journal, 2(4), 423-443.
Huang, J., & Foote, C. (2011). Using generalizability theory to examine scoring reliability and variability of judging panels in skating competitions. Journal of Quantitative Analysis in Sports, 7(3), 1-21.
Huang, J. (2011). Are ESOL students really experiencing high levels of academic anxiety at North American universities? – Reports by Chinese graduate students. International Journal of Business and Social Science, 14(2), 35-41.
Fernandes, A. C., Huang, J., & Rinaldo, V. (2011). Does where a student sits really matter? – The impact of seating locations on student classroom learning. International Journal of Applied Educational Studies, 10(1), 66-77.
Huang, J., Clarke, K., Milczarski, E., & Raby, C. (2011). The assessment of ESOL students with learning disabilities: Issues, concerns, and implications. Education, 131(4), 732-739.
Huang, J., Foote, C. (2010). Grading between the lines: What really impacts professors’ holistic evaluation of ESL graduate student writing. Language Assessment Quarterly, 7(3), 219-233.
Huang, J., Cunningham, J., & Finn, A. (2010). Teacher perceptions of ESOL students’ greatest challenges in academic English skills: A K-12 perspective. International Journal of Applied Educational Studies, 8(1), 68-80.
Huang, J. (2010). Infusing constructivism into a curriculum development course: A constructivist approach in the ESOL teacher education classroom. Journal for the Practical Application of Constructivist Theory in Education, 5(1).
Huang, J., & Finn, A. (2009). Academic listening tests for ESOL students: Availability, concerns, and solution. International Journal of Applied Educational Studies, 6(1), 46-55.
Huang, J. (2009). What happens when two cultures meet in the classroom? Journal of Instructional Psychology, 36(4), 335-342.
Huang, J., & Cowden, P. (2009). Are Chinese students really quiet, passive and surface learners?– A cultural studies perspective. Journal of Canadian and International Education, 38(2), 75-88.
Huang, J. (2009). Factors affecting the assessment of ESL students’ writing. International Journal of Applied Educational Studies, 5(1), 1-17.
Huang, J., & Rinaldo, V. (2009). Factors affecting Chinese graduate students’ cross-cultural learning at North American universities. International Journal of Applied Educational Studies, 4(1), 1-13.
Huang, J., & Brown, K. (2009). Cultural factors affecting Chinese ESL students’ academic learning. Education, 129(4), 643-653.
Cowden, P., Cianca, S., Hahn, L., Brown, K., Ciminelli, M., Huang, J., & Vermette, P. (2009). How graphic organizers, dish detergent, water, electric beaters, bowls, soap foam and a professor… helped the students learn Constructivism – Inquiry-based learning. Journal for the Practical Application of Constructivist Theory in Education, 4(1).
Huang, J. (2008). How accurate are ESL students’ holistic writing scores on large-scale assessments? – A generalizability theory approach. Assessing Writing, 13(3), 201-218.
Huang, J., & Klinger, D. (2006). Chinese graduate students at North American universities: Learning challenges and coping strategies. The Canadian and International Education Journal, 35(2), 48-61.
Bond, S., Jun, Q., & Huang, J. (2006). Good practices for internationalizing the curriculum. Teaching and Learning in Higher Education, 43, 1-4.
Huang, J. (2006). The effects of academic skills on Chinese ESL students’ lecture comprehension. College Student Journal, 40(2), 385-392.
Huang, J. (2006). English abilities for academic listening: How confident are Chinese students? College Student Journal, 40(1), 218-226.
Huang, J. (2010). Applying item response theory in language test item bank building. By Gábor Szabó. Bern: Peter Lang, 2008. Pp.194. The Modern Language Journal, 94, 374-375.
Ph.D. 2007 Queen’s University Canada, Cognitive Studies (Measurement and Quantitative Research Methods) - Dissertation: Examining the Fairness of Rating ESL Students’ Writing on Large-Scale Assessments
Ph.D. 2004 Visiting Ph.D. student at Centre for Research in Applied Measurement and Evaluation (CRAME), Department of Educational Psychology, University of Alberta, Canada
M.A. 2000 Brigham Young University, Teaching English to Speakers of Other Languages (TESOL) - Thesis: English Academic Listening Tasks for Chinese Students: Challenges and Implications
Graduate Certificate 1999 Brigham Young University, Teaching English to Speakers of Other Languages (TESOL)
B.A. 1989 Hunan Normal University China, English Education
Current Professional Involvement
Currently, Dr. Huang serves as editor-in-chief of Leadership and Policy Quarterly and Language and Communication Quarterly. He also serves on the editorial review boards of TESOL Journal and World Journal of Education. In addition, he is the reviewer for the following international and national journals: Modern Language Journal, Assessing Writing, Measurement, International Journal of Testing, Behavioral Research Methods, Learning and Individual Differences, Asia-Pacific Journal of Education, and Journal of Educational Administration.