Professor, Associate Director of CRDLLA, Educational Psychology
Office#: 107I Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-7979
Other Title: Division Chair of BIED
Directory Title: Professor, Associate Director of CRDLLA
Primary Emphasis Area: Bilingual Education
Vita: View Document
Google Scholar: Google Scholar Profile
Office Hours
Monday     2-4 pm or by appointment
Research Interests
Assessment and testing
Program evaluation for language minority students
Quantitative methodology in Bilingual/ESL education
Second language acquisition
Publications (journal articles, books, book chapters)*

1. Tong, F., *Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C. (2020). Determining proper indices of inter-rater reliability of classroom observation instruments as fidelity measure in large-scale randomized research with English learners. International Journal of Educational Research, 99. [2018 Impact Factor: 1.341]

2. Tong, F., *Tang, S., Irby, B. J., Lara-Alecio, R., Guerrero, C., & *Lopez, T. (2019). A process for establishing and maintaining inter-rater reliability for two observation instruments as fidelity of implementation in a large-scale randomized controlled trial. Studies in Educational Evaluation, 62, 18-29. doi: 10.1016/j.stueduc.2019.04.008 [5-year Impact Factor: 2.030]

3. Tong, F., Guo, H., *Wang, Z., *Min, Y., *Guo, W., & Yoon, M. (2019). Construct validation of the Motivated Strategies for Learning Questionnaire- Chinese Version for Adult Learners (MSLQ-CAL): A cross-cultural adaptation. Educational Studies. doi: 10.1080/03055698.2019.1590183 [2017 Impact Factor: 0.629]

4. Tang, S., Tong, F., & Lu, X. (2019). Gifted and talented services for EFL learners in China: A step-by-step guide to propensity score matching analysis in R. Data, 4, 1-15. doi: 10.3390/data4030119 [indexed in Scopus]

5. Irby, B.J., Tong, F., Lara-Alecio, R., *Guo, W., *Abdelrahman, N., & *Serrano, J. (2019). Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal. doi:10.1080/1554480X.2019.1673165 [indexed in Scopus]

6. *Li, J. & Tong, F. (2019). The effect of cognitive vocabulary learning approach on Chinese learners[48]19 word attainment, retention, and learning motivation. Language Teaching Research. doi: 10.1177/1362168819829025 [2017 Impact Factor: 2.086]

7. Kwok, O., Lai, M., Tong, F., Lara-Alecio, R., Irby, B. J., Yoon, M., & Yeh, Y. (2018). Analyzing complex longitudinal data in educational research: A demonstration with Project English Language and Literacy Acquisition (ELLA) data using xxM. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.00790

8. Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., & Koch, J. (2018). Assessing conceptual understanding via a literacy-infused, inquiry-based science among middle school English learners and economically-challenged students. Education Sciences, 8(27), 1-20.

9. Garza, T., Huerta, M., Tong, F., Lara-Alecio, R., & Irby, B. J. (published online). A survival analysis of a language-infused science inquiry intervention for English learners. Journal of Educational Research.

10. Guo, H., Tong, F., *Wang, Z., *Min, Y., & Tang, S. (2018). EMI vs. CMI in Chinese higher education: An exploratory multi-faceted quasi-experimental comparison. Sustainability, 10, 1-17. doi: 10.3390/su10114230 [2017 Impact Factor: 2.075]

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL. (Co-PI)
US Department of Education (Federal)
2017/09/01 - 2022/08/31
Total Funding: 2,567,823.

Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners. (Co-I)
US Department of Education (Federal)
2017/09/01 - 2020/08/31
Total Funding: 13,692,601.

Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project. (Co-PI)
US Department of Education (Federal)
2017/01/01 - 2021/12/31
Total Funding: 12,000,001.

Massive Open Online Professional Informal Individual Learning (MOOPIL) for Bilingual and ESL Teachers, Paraprofessionals, Administrators, and Families. (Co-PI)
US Department of Education (Federal)
2017/01/01 - 2022/08/31
Total Funding: 2,687,275.

Eco-Resilience NPD program: Synergistically Connecting Multiple Environments for the Success of English Learners. (Co-PI)
US Department of Education (Federal)
2016/09/01 - 2021/08/31
Total Funding: 2,750,000.

Empowering Teachers of English Language Learners (ETELL). (Co-PI)
US Department of Education (Federal)
2016/09/01 - 2021/08/31
Total Funding: 2,750,000.
Courses Taught
Former Doctoral Students
Amber Penn (Summer, 2010), Ph.D.
Tracy Spies (Spring, 2011), Ph.D.
Margarita Hurta (Spring, 2013), Ph.D.
Marla Rea (Fall, 2013), Ph.D.
Yinan Fan (Summer, 2014), Ph.D.
Eunhee Cho (Fall, 2014), Ph.D.
Yadira Taboada Palacios (Fall, 2015), Ph.D.
David Daniel Jimenez (Spring, 2017), Ph.D.
Jui-Teng Li (Summer, 2017), Ph.D.
Yue Min (Summer, 2018), Ph.D.
Weonjin Shin (Fall, 2019), Ph.D.
Editorial Positions

Editorial Board Member (2018 - ). Reading and Writing Quarterly

Editorial Board Member (2015 - ). Dual language research and practice journal

Editorial Board Member (2012 - ). International Multilingual Research Journal

Editorial Board Member (2009 - ). Journal of Bilingual Education Research and Instruction


(2018). Outstanding Research Award.  EPSY dept

(2015). 2015 Early Career Award.  Bilingual SIG AERA

(2007-2007). Educational Research Exchange Poster Award.  Dept of EPSY

(2007-2007). Distinguished Research Award Nomination.  College of Education and Human Development

(2007-2007). Dissertation of the Year.  Dept. of Educational Psychology, Texas A&M University

(2007-2009). Fellow.  Mexican American and U.S. Latino Research Center (MALRC), Texas A&M University

EPSY Faculty   |   EPSY Staff