Tiedan Huang

EdD, Educational Leadership
Lehigh University, Bethlehem, PA

MS, Instructional Design and Development
Lehigh University, Bethlehem, PA

BA, English
University of International Relations, Beijing, China

Tiedan Huang's current research focuses on principal time use, school climate, and the workforce in K-12 schools. Her work also considers the influence of social, cultural, and political contexts on leadership practices and student achievement. Huang's methodological expertise lies in research methodology (e.g., educational intervention design and program evaluation) and high-level statistical modeling. She also has rich experience working with large-scale national and international datasets in education. Recently, Huang successfully concluded her multi-year evaluation project, which was funded by the Foundation for Child Development. In collaboration with her partner, she assessed the instructional support provided to emergent multilingual learners in New York City’s prekindergarten programs. Additionally, Huang has been selected as a fellow at the Research Institute for Implementation Science in Education at the University of Washington.

Selected Publications

Huang, T., Zhang, C., & Coe, C. (2022). Instructional practices and supports of emergent multilingual learners in universal prekindergarten classrooms in New York City. The New York City Early Childhood Research Network. https://www.earlychildhoodresearchny.org/researchlibrary/Resources/1076/Download/1111.

Huang, T., Hochbein, C., & Simons, J. (2020). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management Administration & Leadership, 48, 305-323. 

Wooley, K.E.*, Huang, T., & Rabinowitz, M. (2019). The effect of ease of processing on the perception and use of a verbal analogy strategy. Contemporary Educational Psychology, 56, 91-105. (*student author)

Zirkel, P.A., & Huang, T. (2018). State rate of 504-only students in K-12 public schools: An update. West’s Education Law Reporter, 354 (2), 621-627.

Huang, T., Beachum, F.D., White, G., Kaimal, G., FitzGerald, A.M., & Reed, P. (2012). Preparing urban school leaders: What works? Planning and Changing, 43(1/2), 72-95.

Huang, T, & Wiseman, A. (2011). The Impact and Transformation of Educational Policy in China. Bingley, UK: Emerald.

Huang, T., & Wiseman, A. (2011). The landscape of principal leadership development in Mainland China: An analysis of Chinese and English research. In T. Huang & A. Wiseman (Eds.), The Impact and Transformation of Educational Policy in China (pp. 125-152). Bingley, UK: Emerald. 

Wiseman, A., & Huang, T. (2011). The development of comparative education research on Chinese educational policy reform: An introduction. In T. Huang & A. Wiseman (Eds.), The Impact and Transformation of Educational Policy in China (pp. 1-18). Bingley, UK: Emerald.

Beachum, F.D., McCray, C.R., & Huang, T. (2010). Administrators and teachers sharing leadership: Utilizing CARE in urban schools. Making Connections, 12(1), 51-62.

Huang, T., Zhang, C., & Ding, Y. (2019-2020). Supporting Math Achievement and Self-Regulation Through Family-School Collaboration and Parent Engagement (SMART SCOPE). Fordham University Interdisciplinary Grant. ($7000) (Co-PI)

Huang, T. (2018-2019). Linking personality and principal time use through a distributive leadership lens. GSE proof of concept grant. ($10,000) (PI)

Zhang, C. & Huang, T. (2017). Investigating instructional practices, supports, and learning needs of Dual Language Learners (DLLs) in New York City (NYC) Universal Preschool Kindergarten (UPK) classrooms. Foundations for Child Development. ($365,000.00) (Co-PI)

Huang, T. & Bowers, A. (2017). Fordham-Columbia fellowship grant, Fordham University, The transformation of the teaching and leading workforce in American from 1987 to 2012. ($5,000) (PI) 

Economics and Finance of Education
Introduction to Quantitative Research
Implementation Research and Program Evaluation
Dissertation Seminar