Directory » ANDREW KWOK
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Dr. Andrew Kwok is an assistant professor in the Department of Teaching, Learning, and Culture in the School of Education and Human Development at Texas A&M. Dr. Kwok received a B.S. in Brain, Behavior, and Cognitive Sciences from the University of Michigan and a Ph.D. in Educational Studies with a focus on Teaching and Teacher Education from the School of Education at his alma mater. Prior to coming to Texas A&M, he was faculty at California State University, San Bernardino and was a high school science teacher in Oakland, CA. He currently serves as associate editor of the Journal of Teacher Education and research chair of the Collaborative for Innovation in Teacher Education.
Dr. Kwok's primary research focuses on teacher preparation policy, particularly in supporting preservice and beginning in-service teachers towards success, especially for underserved contexts. He examines issues related to the teacher pipeline and seeks to excavate teacher beliefs in relationship to instructional quality, entry, and attrition. He also has corresponding research lines in the preparation, training, and implementation of classroom management as well as induction coaching and support. His work has been funded by the U.S. Department of Education, Texas Education Agency, and various counties of education. His research has been published in the American Education Research Journal, Educational Researcher, Journal of Teacher Education, Urban Education, and Teacher and Teacher Education.
Dr. Kwok's primary research focuses on teacher preparation policy, particularly in supporting preservice and beginning in-service teachers towards success, especially for underserved contexts. He examines issues related to the teacher pipeline and seeks to excavate teacher beliefs in relationship to instructional quality, entry, and attrition. He also has corresponding research lines in the preparation, training, and implementation of classroom management as well as induction coaching and support. His work has been funded by the U.S. Department of Education, Texas Education Agency, and various counties of education. His research has been published in the American Education Research Journal, Educational Researcher, Journal of Teacher Education, Urban Education, and Teacher and Teacher Education.
Education
Ph.D., Educational Studies, University of Michigan (2016)
COURSES TAUGHT
EDCI604. E-LEARN CLASSROOM MGMT
2020C,2019C
EDCI685. DIRECTED STUDIES
2020C,2020B
EDCI692. PROFESSIONAL STUDY
2020A
EDCI715. ACAD WRIT INTL GRAD
2019B
TEFB371. DYN & MGMT MLCLTRL ENVRN
2020C,2020A,2019A,2018C
FORMER DOCTORAL STUDENTS
Ambyr Ruth Acton Rios, Ph.D. (Summer 2022)
Megan Elizabeth Svajda-Hardy, Ph.D. (Spring 2022)
SELECTED PUBLICATIONS
Journal Articles
Bartanen, B., & Kwok, A. (2021). Examining clinical teaching observation scores as a measure of pre-service teacher quality. American Education Research Journal. 58(5), 887–920.
Kwok, A. (2021). Flexible or rigid? Exploring preservice teachers’ classroom preferences. Educational Researcher. 50(7), 463-473.
Kwok, A. (2022). Facilitating classroom management knowledge development in teacher education. Educational Forum. 87(1), 105-121.
Kwok, A. & Bartanen, B. (2022). Early field experiences in teacher education. Teaching and Teacher Education.
Kwok, A., Rios, A., & Kwok, M. (2022). Pre-service teachers’ motivations to enter the profession. Journal of Curriculum Studies. 54(4), 576-597.
Kwok, A., & Svajda-Hardy, M. (2021). Classroom management coaching for first-year urban teachers: Purpose, design, and implementation. Urban Education.
Kwok, M., Rios, A., & Kwok, A. (2022). Dispelling deficit framing: Investigating preservice teacher beliefs about the intersections between literacy instruction and culturally relevant pedagogy. Teaching and Teachers: Theory & Practice.
Kwok, A. (2019). What are teachers[48]19 classroom management actions throughout their first year? Urban Education, 54(3), 339-367. Impact factor: 1.706; H-index: 48 https://doi.org/10.1177/0042085918795017
Mitchell, D., Kwok, A., & Huston, D. (2019). Induction Program Structures as Mediating Factors for Coach Influence on Novice Teacher Development. Professional Development in Education. Impact factor: 0.835; H-index: 29 https://doi.org/10.1080/19415257.2019.1643394 2.Kwok, A., Van Schagen, A., ^Laufy, G., & ^Ventura, K. (2019). Exploring the impact of stability ball chairs on challenging elementary student behavior. Journal of Classroom Interaction. Impact factor: 0.166; H-index: 5
Kwok, A. (2018). Promoting quality feedback: First year teachers' self-reports of how they develop as classroom managers. Journal of Classroom Interaction, 53(1), 4-18.
Kwok, A. (2018). What are teachers' classroom management actions throughout their first year? Urban Education. https://doi.org/10.1177/0042085918795017
RESEARCH PROJECTS
Teacher Induction Program Center for Teacher Innovation (CTI) within RIMS Region
PI. University of California-Riverside - Riverside County Office of Education (State)
2019-07-01 — 2022-06-30
2019-07-01 — 2022-06-30
aggieTERM
Catapult #5
EVALUATION PROPOSAL To Educate All Children (TEACH) Beginning
Teacher Induction Program Center For Teacher Innovation (RIMS BTSA)