Tao Wang

Tao Wang

Associate Professor of EducationChapman Hall 317
(918)631-5152
tao-wang@utulsa.edu

Before joining the faculty of TU in fall 2005, Dr. Wang attended Harvard where he received a Masters in Human Development and Psychology and earned an EdD from the Graduate School of Education. He also spent seven years attending East China Normal University in Shanghai to complete both his undergraduate and Masters in psychology. Dr. Wang’s interests include classroom discourse analysis, teaching elementary mathematics, teacher training, early child development, and cross-cultural studies on child development.

Education and Degrees Earned

  • Ed.D. in Learning and Teaching, Harvard 2005
  • Ed.M. in Human Development and Psychology, Harvard 2003
  • M.Ed. in Educational Psychology, East China Normal University 1989
  • B.Ed. in Psychology, East China Normal University 1986

Areas of Research Focus

Currently Dr. Wang is conducting two research projects. The first project is studying teachers’ beliefs on effective mathematical teaching from a cross-cultural perspective. The second project is a research about how pre-school boarding system in China exerts effects on child development.

Previous Teaching Experience

 

  • Associate Professor, 2011-now, School of Urban Education, The University of Tulsa, Tulsa, OK
  • Assistant Professor, 2005 -2011, School of Education, The University of Tulsa, Tulsa, OK
  • Teaching Assistant, 2000-2004, Harvard Graduate School of Education, Cambridge, MA
  • Lecture, teaching psychology, 1989-1994, at a university in Shanghai
  • Teaching Elementary and Middle levels, 1994-1996, in Shanghai Yewcheung International School.

Professional Affiliations

  • American Educational Research Association
  • Society for Research in Child Development

Courses Taught at TU

  • Child and Adolescent Development and Learning (EDUC 2323, 6333)
  • Measurement and Evaluation in Education (EDUC 3733)
  • Research and Thesis (EDUC 7981)
  • Statistical Methods for Research I (EDUC 7183)
  • The Child/Adolescent and the Learning Environment (EDUC 3713)

Publications

  • An examination of coherence in a Chinese mathematics classroom
    Wang, T. & Murphy, J., (2004). In L. Fan , N-Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn Mathematics: Perspectives from Insiders (pp. 107-123). Singapore: World Scientific Publishing Company.
  • Chinese (Mainland) teachers’ views of effective mathematics teaching and learning
    Wang, T. and Cai, J. (2007). ZDM Mathematics Education, 39, 287-300.
  • Comparison and contrast: similarities and differences of teachers’ views of effective mathematics teaching and learning from four regions
    Bryan, C. A., and T. Wang, B. Perry, N-Y Wong, and J. Cai. (2007). ZDM Mathematics Education, 39, 329-340.
  • The coherence of mathematics discourse in a fifth-grade Chinese classroom
    Wang, T. (2003). In The Collection of Papers to the First World Curriculum Studies Conference, Institute of Curriculum and Instruction, East China Normal University. Vol. II. 216-228.
  • U.S. and Chinese teachers’ conceptions and constructions of representations: A case of proportional reasoning
    Cai, J., & Wang, T. (2006). International Journal of Science and Mathematics Education, 4(145-186).
  • U.S. teachers' views of effective mathematics teaching and learning
    Wang, T. and Cai, J. (2007). ZDM Mathematics Education, 39, 315-327.