Directory » FUHUI TONG
Nagle 105
979-845-3631
FUHUI TONG
Professor, Associate Provost and Dean of the Graduate and Professional School
Dr. Fuhui Tong is the Associate Provost and Dean of the Graduate and Professional School. Her responsibilities include providing strategic, scholarly and financial leadership of the school, bolstering the university’s identity as a research institution in a manner analogous to our peers, and supporting the enhancement of all graduate and professional programs to build and sustain excellence. Dr. Tong joined Texas A&M in 2007 and is a Professor in the Department of Educational Psychology.
Before serving as Interim Associate Provost and Dean from 2022-24, Dr. Tong served as Department Head and Doug Palmer Endowed Chair of Educational Psychology. Working collaboratively with her team, Dr. Tong has led the department to elevated academic excellence and recruited talented faculty and staff, along with $22 million in new funding to support research and graduate education. During her tenure, graduate applications and enrollment of underrepresented minority graduate/professional students saw considerable gains. Dr. Tong has also co-directed an $80 million system-approved research center where a diverse group of graduate students acquired research and publication experiences. Students advised by Dr. Tong have become local and global leaders in PK-16 settings.
Dr. Tong earned her bachelor’s degree in English and a master’s degree in applied linguistics from Shanghai Jiao Tong University in China. She earned her Ph.D. in educational psychology from Texas A&M University in 2006.
Before serving as Interim Associate Provost and Dean from 2022-24, Dr. Tong served as Department Head and Doug Palmer Endowed Chair of Educational Psychology. Working collaboratively with her team, Dr. Tong has led the department to elevated academic excellence and recruited talented faculty and staff, along with $22 million in new funding to support research and graduate education. During her tenure, graduate applications and enrollment of underrepresented minority graduate/professional students saw considerable gains. Dr. Tong has also co-directed an $80 million system-approved research center where a diverse group of graduate students acquired research and publication experiences. Students advised by Dr. Tong have become local and global leaders in PK-16 settings.
Dr. Tong earned her bachelor’s degree in English and a master’s degree in applied linguistics from Shanghai Jiao Tong University in China. She earned her Ph.D. in educational psychology from Texas A&M University in 2006.
Education
Ph.D., Educational Psychology, Texas A&M University (2006)
M.A., Applied Linguishtics in English, Shanghai Jiao Tong University (2003)
B.S., English, Shanghai Jiao Tong University (2000)
COURSES TAUGHT
BIED610. HISP BILING ASSESS/MONIT
2020A,2017A,2016A,2015A,2013A
BIED617. EVAL PROG WITH LANG MINO
2014C,2013C,2012C
BIED683. FIELD PRACTICUM IN
2020C,2020B,2020A,2019C,2019B
BIED684. PROFESS INTERNSHIP
2020B,2018C,2018B,2018A,2017A
BIED685. DIRECTED STUDIES
2020B,2020A,2019C,2019B,2019A
EDAD690. THEORY EDAD RESEARCH
2017B,2015B
EPSY610. Hispanic Bilingual Assess/monit
2009A,2008B,2008A
EPSY613. Span/eng Biliteracy
2008C
EPSY631. PROGRAM EVAL
2019C,2018C,2017C,2016C,2015C
EPSY683. Field Practicum In
2009B,2009A,2008C,2008B,2008A
EPSY683. FIELD PRACTICUM IN
2020A
EPSY685. DIRECTED STUDIES
2020A
EPSY685. Directed Studies
2009B
FORMER DOCTORAL STUDENTS
Sergio Heriberto Camarillo Arroyo, Ph.D. (Summer 2022)
Fubiao Zhen, Ph.D. (Summer 2022)
Mayra Danielle Rojas-Vargas, Ph.D. (Summer 2021)
Wenhong Guo, Ph.D. (Fall 2020)
Zhuoying Wang, Ph.D. (Fall 2020)
Weonjin Shin (Fall 2019)
Yue Min (Summer 2018)
Jui-Teng Li (Summer 2017)
David Daniel Jimenez (Spring 2017)
Yadira Taboada Palacios (Fall 2015)
Eunhee Cho (Fall 2014)
Yinan Fan (Summer 2014)
Marla Rea (Fall 2013)
Margarita Hurta (Spring 2013)
Tracy Spies (Spring 2011)
Amber Penn (Summer 2010)
SELECTED PUBLICATIONS
Books and Monographs
Irby, B., J., Boswell, J., *Abdelrahman, N., Lara-Alecio, R., & Tong, F. (2017). New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future. In D. A. Clutterbuck, F. K. Kochan, L.G. Lunsford, N. Dominguez & J. Haddock-Millar. The SAGE Handbook of Mentoring. SAGE Publications, London.
Tong, F. & *Tang, S. (2017). English-medium instruction in Chinese university science classroom: An observation study. In Q. Dixon, J. Zhao, and Y. Sun (Eds.), English-medium instruction in Chinese Universities (pp. 128-144). Routledge
*Druery, D., Irby, B. J., Lara-Alecio, R., *Tong, F., & *Guerrero, C. (2016,). Academic oral and written language (AOWLS): A curriculum component of the English language and literacy acquisitionvalidation (ELLA-V; i3 Grant). In P. Cook (Ed.). An Exploration of Educational Trends (Vol 2). Newcastle upon Tyne, England: Cambridge Scholars Publishing
Irby, B. J., *Abdelrahman, N., *Tang, S., *Yang, P., *Phuong, T., *Tong, F, & Lara-Alecio, R. (2016). Science achievement among economically challenged students in the United States: A scoping analysis. In Inclusion in science education. New York, NY: Nova Science Publishers Inc
Irby, B. J., *Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2016). Informal individual learning via virtual professional development. In In M. Khosrow-Pour (Ed.), Professional development and workplace learning: Concepts, methodologies, tools, and applications
*Eslami, Z. R., Sonnenburg, S. Ko, W.H., Hasan, F. & Tong, F. (2015). Gender Stereotyping and Linguistic Sexism in Qatari Teaching Materials. In A. S. Mustapha and S. Mills (Eds.). Gender Representations in Learning Materials in an International Context. Routledge Studies in Sociolinguistics. Taylor & Francis
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In Willis, C. (Ed). Learn every day building strong foundations for infants, toddlers, and twos. Lewisville, NC: Kaplan Early Learning
Irby, B. J., Tong, F., Lara-Alecio, R., & Rodr[237]guez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools. Lanham, MD: Rowman & Littlefield
Lara-Alecio, Irby, B., Tong, F. & *Guerrero, C. (2013). Cognitively demanding level questions developed for Edusmart Science Software
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Content Analysis of the Frog Street Assessment. Frog Street Press
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Reliability Analysis of the Frog Street Assessment. Frog Street Press
Tong, G., Xu, J., Chen, X., Tong, F. (2004). English-Chinese dictionary on biochemistry and molecular biology. Beijing, China: Science Press.
Journal Articles
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. https://doi.org/10.1016/j.ijer.2019.101514 [2018 Impact Factor: 1.341]
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]
*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]
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]
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]
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]
*Barton, J., Irby, B.J., Tong, F., Torres, M., & Sandlin, J. (2018). Secondary student achievement, particularly in science, related to school size, student socio- economic status, per pupil expenditures, student mobility rate, and percentage of non-white students: a modified best-evidence synthesis. International Journal of Research Studies in ducation, 7(3), 1-17. doi: 10.5861/ijrse. 2017.1775
Garver, R., Eslami, Z. R., & Tong, F. (2018). I believe I can: Service-learning to raise preservice teacher[48]19s efficacy with English language learners. The Reading Matrix: An International Online Journal, 18(2), 23-37.
*Garza, T., *Huerta, M., Lara-Alecio, R., Irby, B. J. & Tong, F. (2018). Pedagogical differences during a science and literacy integrated intervention for English language learners. The Journal of Educational Research, 111(4), 487-496. doi: 10.1080/00220671.2017.1302913. [2015 Impact Factor: 1.218]
Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F. (2018). Science classroom interactions and academic language use with English language learners. International Journal of Science and Mathematics Education, 16(8), 1499[48]131519. doi: 10.1007/s10763-017-9855-x
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. doi.org/10.1080/00220671.2018.1536965
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]
Irby, B. J., Lara-Alecio, R., Tong, F., *Sutton-Jones, K. L., & *Abdelrahman, N. (2018). Implementation of research-based ESL strategies with lower grade middle school ELLs in the science classroom: Findings from an experimental study. TESL-EJ, 22(1), 1-25.
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
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.
*Li, J. & Tong, F. (2018). Multimedia-assisted self-learning materials: Effects of E-flashcards on L2 vocabulary attainment. Manuscript submitted for publication. Reading and Writing: An Interdisciplinary Journal. doi: 0.1007/s11145-018-9906-x [2017 Impact Factor: 1.837]
Tong, F., Irby, B. J., Lara-Alecio, R., Guerrero, C., & Tang, S. (2018). The impact of professional learning on in-service teachers[48]19 pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies. doi: 10.1080/03055698.2018.1509776
*Garza, T., *Huerta, M., Lara-Alecio, R., Irby, B. J., & Tong, F. (2017). Pedagogical differences during a science- and literacy-integrated intervention for English language learners. The Journal of Educational Research. [2015 impact factor: 1.218]
*Garza, T., *Huerta, M., *Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F. (2017). Science classroom interactions and academic language use with English language learners. International Journal of Science and Mathematics Education. [2015 impact factor: 1.104]
Irby, B. J., Lara-Alecio, R., Tong, F., & *Guerrero, C. (2017). Making spaces for learning with maker spaces. [in Chinese]. Journal of World Education (Chinese Ministry of Education), 18, 6-9.
Irby, B. J., *Sutton-Jones, K., Lara-Alecio, R., & Tong, F. (2017). From MOOCs to MOOPILs: Pushing the boundaries of virtual professional development and learning for teachers. International Journal of Information Communication Technologies and Human Development, 9(1), 33-47
Irby, B. J., Tong, F., & Lara-Alecio, R. (2017). The many faces of entrepreneurship [in Chinese]. Journal of World Education (Chinese Ministry of Education), 17, 18-21.
Irby, B.J., Torres, M., Lara-Alecio, R., Bizzell, B., Tong, F., & Tabron, L. (2017). Policy challenges to governing learner appropriate online class sizes in higher education. Education Law and Policy Briefs Journal, 1.
*Spies, T. G., Lara-Alecio, R., Tong. F., & Irby. B. J., , *Garza, T., & *Huerta, M. (2017). The effects of developing language and literacy on Spanish reading comprehension. The Journal of Educational Research. [2015 impact factor: 1.218]
Tong, F., Guo, H., *Wang, Z., & *Min, Y. (2017). College students' motivated learning strategies toward their majors: A comparative investigation [in Chinese]. Advances in Psychology, 7(12), 1462-1472. doi: 10.12677/ap.2017.712180
*Huerta, M., Irby, B. J., Lara-Alecio, R., & *Tong, F. (2016). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 14(2), 269- 285. doi: 10.1007/s10763-015-9640-7 [2014 impact factor: .575]
*Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5), 503-517. doi: 10.1080/00220671.2014.992582 [2015 Impact Factor: 1.218]
*Liu, Y. & Tong, F. (2016). Non-native English speakers[48]19 self-reported use of listening strategy. Academic Exchange Quarterly, 20(2), 101-106.
*Yang, P., Tong, F., Irby, B., Lara-Alecio, R., *Ramos, N., & Walichowski, M. (2016). The effect of storytelling and retelling on oral performance of elementary students in English as foreign language (EFL) program: A exploratory study in Mainland China and Taiwan. Asian Journal of Education and Training, 2(1), 23-33. doi: 10.20448/journal.522/2016.2.1/522.1.23.33
*Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2015). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 1-17. DOI: 10.1007/s10763-015-9640-7
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature, 3(4), 147-158.
*Ramos, N.A., Irby, B. J. Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers[48]19s native language on English language learners[48]19s Reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61
Tong, F., Luo, W., Irby, B., Lara-Alecio, R., & Rivera, H. (2015). Investigating the Impact of Professional Development on Teachers[48]19 Instructional Time and English Learners[48]19 Language Development: A Multilevel Cross-Classified Approach. International Journal of Bilingual Education and Bilingualism, 23, (12), 1-22. DIO: http://dx.doi.org/10.1080/13670050.2015.1051509
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & *Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary school: An experimental study. Computer Assisted Language Learning (CALL). doi:10.1080/09588221.2014.903977
*Cho, E., & Tong, F. (2014). Morphology-based cross language transfer from Korean to literacy acquisition in English and Chinese. Asian Journal of Humanities and Social Sciences, 2(1), 21-36.
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & *Guerrero, C. (2014). ELLA-V and technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
*Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J. (2014). Developing and validating a science notebook rubric for fifth grade non-mainstream students. International Journal of Science Education. doi: 10.1080/09500693.2013.879623
Tong, F. (2014). An investigation of research paradigms in two studies on Proposition 227. International Journal of Humanities and Social Science, 6(1), 1-4.
Tong, F., Irby, B. J., Lara-Alecio, R., *Guerrero, C., *Fan, Y., & *Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education. doi: 10.1080/09500693.2014.883107
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research. doi:10.1080/00220671.2013.833072
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi:10.1080/00220671.2013.833072. [2013 ISI 5-year impact factor: 1.282]
Cho, E., & Tong, F. (2013). Cross language transfer from Korean morphology to English reading and writing. NABE Perspectives, 34(5&6), 22-24
*Fultz, M., Lara-Alecio, R., Irby, B.J., & Tong, F. (2013). The Hispanic bilingual gifted screening instrument: A validation study. Multicultural Issues Journal, 10(1), 1-26
Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., *Fan, Y. (2013). Early identification of English language learners for gifted education programs using the Hispanic Bilingual Gifted Screening Instrument: Teacher differences in judgments of students by gender. He Kupu Journal, 3(3), 89-99.
*Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. J., & Pollard-Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Applied Educational Research Journal, 25(3), 1-13
Irby, B. J., *Guerrero, C., Rafael-Alecio, R., Tong, F., & Rodrguez, L. (2012). High-quality Professional development for teachers of English language learners. School Leadership Review, 7(1) 36-46
Lara-Alecio, R., Tong, F., Irby, B.J., *Guerrero, C., *Huerta, M, & *Fan, Y. (2012). An experimental study of science intervention among middle school English learners: Findings from first year implementation. Journal of Research in Science Teaching, 49(8), 987-1011
*Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B.J. (2012). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading, 35(1), 87-113
Tong, F. & *Shi, Q. (2012). Chinese-English bilingual education in China: A case study of college science majors. International Journal of Bilingual Education and Bilingualism. 15(2), 165-182. doi: 10.1080/13670050.2011.607921
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137
Irby, B. J., Tong, F., Nichter, M, Lara-Alecio, R., *Hassey, F., & *Guerrero, C. (2011). Hispanic English learners[8217] self esteem related to instructional program type, language of instruction, and gender. TABE Journal, 13(1), 26-48
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (2011). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Educational Research, 104, 87-99
Irby, B., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English Language Learners[8217] Performance on a State Reading Achievement Test. TABE Journal, 12(1), 1-42
Tong, F., Castillo, L. G., & *Perez, A. (2010). A psychological profile of acculturation, ethnic identity, and teacher efficacy among Latino in-service teachers of English. International Education Studies, 3, 41-51.
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners' response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566
Lara-Alecio, R., Tong, F., Irby, J. B., & Mathes, P. (2009). Teachers' pedagogical differences among bilingual and structured English immersion kindergarten classrooms in a randomized trial study. Bilingual Research Journal, 32(1), 77-100
Tong, F. (2009). In-service bilingual/ESL teacher's teaching efficacy, attitudes toward native language instruction and perception on English language learners: What do we know from the field? TABE Journal, 11(1), 1-33. .
Tong, F. (2008). English learning and Chinese cultural orientation. Academic Exchange Quarterly, 12(4).
Tong, F., Irby, B., Lara-Alecio, R., & Mathes, P. (2008). The effectiveness of a three-year longitudinal randomized trial study on Hispanic bilingual students' English and Spanish acquisition. Hispanic Journal of Behavioral Sciences, 30(4), 500-529.
Tong, F., Lara-Alecio, R., Irby, B. J., Mathes, P., & Kwok, O. (2008). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal, 45, 1011-1044.
Irby, B., Tong, F., Lara-Alecio, R., Meyer, D., & Rodriguez, L. (2007). The critical nature of language of instruction compared to observed practices and high stakes tests in transitional bilingual classroom. Research in the Schools, 14(2), 27-36.
Book Chapters
Irby, B. J., Boswell, J., *Abdelrahman, N., Lara-Alecio, R., &, Tong, F. (2016). New horizons for mentoring research: Exploring the past to frame the future. In B. G. Guzman-Johannessen, (Ed.), Global Co-mentoring Networks in Higher Education (pp. 27-54). New York, NY: Springer
Irby, B. J., Abdelrahman, N, Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R.. (2015). Science achievement among economically challenged students in the United States: A scoping analysis. In A. Simone (Ed.), Inclusion in Science Education. Nova Publishing. NY, USA.
Irby, B. J., Tong, F., Lara-Alecio, R., *Guerrero, C., *Jimenez, D., & *Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook, (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing
Pollard-Durodola, S. D., Cardenas-Hagan, E., & Tong, F. (2014). Implications of bilingualism in reading assessment. In A. B. Clinton (Ed.), Integrated assessment of the bilingual child (pp. 241-264). Washington, D.C.: American Psychological Association.
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.) The handbook of educational theories (pp.1129-1138). Charlotte, NC: Information Age Publishing
Tong, F. (2013). Literacy and language acquisition theory: Introduction. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and F. Tong (Section Ed.). Handbook of educational theories (pp. 367-368). Charlotte, NC: Information Age Publishing Inc
McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007). Doctoral Program Issues: Commentary on Companion Dissertations. In C. Mullen, T. Creighton, F. Dembowski, & S. Harris (Eds.) The handbook of doctoral programs in educational administration: Issues and challenges. NCPEA Press. Retrieved from the Connexions Web site: http://cnx.org/content/m14542/1.1/
Tong, F., & Liu, X. (2002). Vocabulary Level 4. In G. Zhou, L., Yu, & Y. Yang (Eds). National Public English Testing System (PETS) vocabulary handbook. Shanghai, China: Shanghai Jiao Tong University Press.
Tong, F. (2001). Pragmatic presuppositions - Relationaship between semantics and pragmatics. In K. Lui, M Lin, and W. Fan (Eds). Research on Language and Communication. Vol 1. Beijing, China: Da Di Press.
Other Publications and Presentations
Liu, X., Yu, L., & Tong, F. (2006). Vancouver - A pearl on the Pacific Coast of Canada. Shanghai, China: Shanghai Jiao University Press.
RESEARCH PROJECTS
Building Instructional Capacity, Leadership, and Student Performance for Academic Content Areas in Economically Challenged Rural Schools: ACERS
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2019-01-01 — 2023-01-09
2019-01-01 — 2023-01-09
Exploring the Relationship Between three Types of Instructional Programs for ELs in Grades K [8211] 3 and Academic Achievement as Moderated by Teacher Instructional Quality
MICELLES: Modeling and Infusion of STEM Computational Thought for Economically Challenged English Language Learners at Elementary Schools
2017[8211]2018 Online Bilingual Education Certification Preparation Course Trainings Grant
Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL
Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project
Massive Open Online Professional Informal Individual Learning (MOOPIL) for Bilingual and ESL Teachers, Paraprofessionals, Administrators, and Families
The Impact of Participating in a Chinese/English Bilingual Course in Media Arts on Chinese College Students' Learning Motivation, Self-Identity, Learning Strategy, and Academic Achievement
Catapult Round 3 - Instructional Coaching & Leadership Endorsement Program (Funded amount $25,000)
2016-17 Online Bilingual Education Certification Preparation Course Trainings, Continuation
Eco-Resilience NPD program: Synergistically Connecting Multiple Environments for the Success of English Learners
Empowering Teachers of English Language Learners (ETELL)
Military Child Education Coalition and Education Leadership Research Center
Texas A&M Bilingual/ESL Teaching Preparation Program (BESLTPP)
Catapult Round 2 - Establishing a Data Warehouse Focusing on Military Children (Funded amount $20,000)
Building Academic Resilience through the Development of Non-Cognitive Skills and Behaviors among English Learners and other High-Need Students in Rural Communities
Building Academic Resilience through the Development of Non-Cognitive Skills and Behaviors among English Learners and other High-Need Students in Rural Communities
2015-2016 Online Bilingual Education Certification Preparation Course Training
Increasing STEM Skills for English Language Learners and Economically Disadvantaged Students, Teachers, and Parents: Robots Under Water (Project RUW)
Middle School Science for English Language Learners
English Language and Literacy Acquisition Validation Study (ELLA-V)
2012-2013/2013-2014 Online Bilingual Education and ESL Certification Preparation Course Trainings
Raising the Achievement of Fourth and Fifth Grade Readers of English in Qatar through Strategies-Based Reading Instruction
ELLA Coaching Solution Scale-Up (ECS)
Middle School Curriculum Reform for English Language Learners at-Risk, Project CREA
A Longitudinal Trial Study of Middle School Science for English Language Learners (Project MSSELL)
Introductory Mandarin Chinese for Elementary Students (IMCES)
The Role of Latino Teachers' Characteristics on Their English-Learning Students' School Success
AWARDS
2015 Early Career Award. Bilingual SIG AERA. (2015)
Dissertation of the Year. Dept. of Educational Psychology, Texas A&M University. (2007)
Distinguished Research Award Nomination. College of Education and Human Development. (2007)
Educational Research Exchange Poster Award. Dept of EPSY. (2007)
Fellow. Mexican American and U.S. Latino Research Center (MALRC), Texas A&M University. (2007)
Outstanding Research Award. EPSY dept. (2018)
EDITORSHIPS
Editorial Board Member. Dual language research and practice journal (2015)
Editorial Board Member. International Multilingual Research Journal (2012)
Editorial Board Member. Journal of Bilingual Education Research and Instruction (2009)
Editorial Board Member. Reading and Writing Quarterly (2018)
LEADERSHIP POSITIONS
Director. Bilingual Data Processing Center, EPSY. (2010)
Division Chair of Bilingual Education Programs. Division Chair of Bilingual programs in EPSY. (2017)
Program Chair. Bilingual Research Journal. (2014)
TA Faculty Mentor. Center for Teaching Excellence TAMU. (2013)