SCHOLARS@TAMU

Guo, H., Tong, F., Wang, Z., Tang, S., Yoon, M., Ying, M., & Yu, X. (2021). Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China. Sustainability. 13(18), 10133-10133.

Tang, S., Wang, Z., & Sutton-Jones, K. L. (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. 1-24.

Tang, S., Tong, F., Lara-Alecio, R., & Irby, B. J. (2021). Bilingual teachers application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study. International Journal of Bilingual Education and Bilingualism. 1-17.

Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R. (2021). The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis. SAGE Open. 11(4), 215824402110608-215824402110608.

Tang, S., Wang, Z., & Sutton-Jones, K. L. (2020). A Multilevel Study of the Impact of District-Level Characteristics on Texas Student Growth Trajectories on a High-Stakes Math Exam. Mathematics. 9(1), 8-8.

SDG 4

Tong, F., & Tang, S. (2019). English-Medium Instruction in Chinese Universities. Zhao, J., & Dixon, L. Q. (Eds.), English-Medium Instruction in Chinese Universities: Perspectives, Discourse and Evaluation. 128-144. Routledge.

Irby, B. J., Abdelrahman, N., Tang, S., Yang, P. L., Phuong, T., Tong, F., & Lara-Alecio, R. (2016). Science achievement among economically challenged students in the United States: A scoping analysis. Science Education towards Inclusion. 91-115.