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School of Education

Cohort: 2012

Advisor(s):

  • Henry May

Assistantship

  • School of Education

Specialization(s):

Evaluation, Measurement, and Statistics

Research Interest(s)

Measurement and statistics, cultural differences of perceived school climate in American and Chinese schools, school climate

Dandan Chen

Dandan Chen was born and raised in Xinjiang, an autonomous region in northwestern China. She received a B.S. in Psychology from the South China Normal University and, subsequently, an M.A. in Education from the University of Delaware. She specializes in the application of quantitative and psychometric methods, such as multilevel modeling, confirmatory factor analysis, and generalizability theory. Her current research focuses on examining the quality of measurement design and precision of Delaware School Climate Survey and investigating the cultural differences of perceived school climate in American and Chinese schools. Her research has been published in Teaching and Teacher Education, the International Journal of School and Educational Psychology.

Dissertation

Optimizing the Quality and Precision of the Delaware School Climate Survey: An Application of Generalizability Theory

This dissertation will build on both conceptual and empirical arguments about how best to measure and scale indicators of school climate.

Education

  • B.S. in Psychology, South China Normal University, China
  • M.A. in Education, University of Delaware.

Professional Experience

  • Research Assistant, School of Education, University of Delaware (2012–present)
  • Research Assistant, Center for Research in Education and Social Policy (CRESP), University of Delaware (2015)
  • Research Assistant, ADVANCE Institute, University of Delaware (2015)
  • School Psychology Professional Internship, Huangpu Vocational School, Guangzhou, China (2011)
  • Autism Preschool Professional, the Second Youth Palace, Guangzhou, China (2012)

Honors and Awards

  • Professional Development Award, University of Delaware (2016)
  •  Professional Development Award, University of Delaware (2013)

Publications

  •  Bear, G.G., Chen, D., Mants, L., Yang, C., Huang, X., & Shiomi (2016). “Differences in Classroom Removals and Use of Praise and Rewards in American, Chinese, and Japanese Schools.” Teaching and Teacher in Education, 53, 41-50.
  • Bear, G.G., Holst, B., Lisboa, S.C., Chen, D., Yang, C., & Chen, F.F. “Brazilian Portuguese Survey of School Climate: Evidence of Validity and Reliability” (2015).” International Journal of School and Educational Psychology, 1-14.
  • Bear, G.G., Yang, C., Glutting, J. Huang, X., Zhang, W. He, X. & Chen, D. (2014). “Teacher-student Relationships, Student-Student Relationships, and Conduct Problems in China and the U.S.” International Journal of School and Educational Psychology, 2, 247-260.

Presentations

  •  Chen, D. (2016). “Implementation and Effectiveness of School-Wide Positive Behavioral Support in Elementary Schools: Process and Outcome Evaluation.” Invited poster session at the Meeting of the American Educational Research Association, April, 2016, Washington, DC.
  • Chen, D., & Nandakumar, R. (2016). “A Rasch Analysis of Teachers’ Use of School Discipline Techniques Survey: Perceptions of Teachers and Students.” Paper session at the Meeting of the American Educational Research Association, April, 2016, Washington, DC.
  • Bear, G.G., Chen, D., Mants, L., & Yang, C. (2015) “Conduct Problems, Teacher-Student Relationships, and Classroom Management: Differences Between China, Japan, and the U.S.” Paper session at the Meeting of the Society for Research in Child Development, March, 2015, Philadelphia, PA.
  • Bear, G.G., Yang, C., & Chen, D. (2014). “School Discipline in Cross-Cultural Perspective: U.S., China, and Japan.” Paper session at the  Convention of the National Association of School Psychologist, February, 2014, Washington, District of Columbia.
  • Bear, G.G., Yang, C., Huang, X., Zhang, W, & Chen, D. (2013). “Student Relationships and Conduct Problems in China and U.S.” Poster session at the  Convention of the American Psychological Association, August, 2013, Honolulu, HI.
  • Chen, D., Yang, C., Bear, G, G., & Shuang, Z. (2013). “School Engagement as Mediator between School Climate and Academic Achievement.” Poster session at theConvention of the National Association of School Psychologist, February, 2013, Seattle, WA.