Skip to main content

Tiedan Huang

EdD

Tiedan Haung 2016 Profile ImageAssistant Professor

Educational Leadership, Administration, and Policy

113 West 60th Street
Room 1119G
thuang15@fordham.edu
212-636-6453

Tiedan Huang is an Assistant Professor of Educational Leadership at the Graduate School of Education, Fordham University. Huang earned her doctoral degree in Educational Leadership and Master’s in Instructional Design and Development from Lehigh University, as well as a Bachelor’s degree in English from the University of International Relations, Beijing, China.

Prior to her career at Fordham, she worked as an instructional designer and research associate at Lehigh University and Temple University. 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.

 

Education

EdD, Educational Leadership
Lehigh University, Bethlehem, PA

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

BA, English
University of International Relations, Beijing, China

Research Interests

Principal time use

Parent engagement

Organizational culture and climate

Workforce development

Program evaluation

Selected Publications

Huang, T., Caskie, G. I. L., White, G., Beachum, F., & McCray, C. (Forthcoming). School climate, student behavioral and academic Outcomes: An SEM Analysis of the TIMSS Top Five. Teachers College Record. 

Huang, T., Hochbein, C., & Simons, J. (2018). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management Administration & Leadership, 1741143218802595.

Woolley, 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.

Huang, T., Beachum, F. D., White, G., Kaimal, G., FitzGerald, A. M., & Reed, P. (2012). Preparing urban school leaders: What works? Planning and Changing, spring/summer. 

Huang, T., & Wiseman, A. (2011). The Impact and Transformation of Educational Policy in China. Volume 16 in the International Perspectives on Education and Society Series (Bingley, UK: Emerald Publishing).

Huang, T., & Wiseman, A. (2011). Leadership Preparation and Development in the People’s Republic of China: The Landscape of Empirical Evidence on School Leadership Preparation. In Huang, T., & Wiseman, A. (Eds.), The Impact and Transformation of Educational Policy in China. Volume 16 in the International Perspectives on Education and Society Series (Bingley, UK: Emerald Publishing). 

 

Funded Research

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) 

Courses

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