Mingyuan Zhang (Dr. Ming) obtained his doctoral degree in Curriculum and Instruction from the Indiana University of Pennsylvania in Indiana, PA, and is currently working as a Professor at Central Michigan University. His professional background includes providing teacher professional development through his many Federal and Michigan state-level competitive grants. His research interest includes quantified qualitative research methods, quantitative research methods, and educational database mining. In addition, he has collaborated extensively with his DET doctoral students in conducting and publishing research projects using the Federal educational database. He has successfully advised many DET doctoral students in completing their dissertations.
Publications & Presentations
Peterson, M. C., & Zhang, M. (2021). What is the impact of affective disposition on 4th-grade NAEP reading scores? International Journal of Research - GRANTHAALAYAH, 9(10), 211-228.
Kolhoff, C., & Zhang, M. (2021). Exploring the relationship between interest in higher education and 12th-grade mathematics NAEP scores. International Journal of Social Learning, 2(1), 105-127.
Wulff, R., & Zhang, M. (2021). Examining the Relationship between differentiated instructional practices and middle school NAEP reading scores. International Journal of Management Studies and Social Science Research, 3(3), 288-306.
Redmer, R., & Zhang, M. (2020) Examining dual academic credit and the location of instruction as a predictor of 12th-grade NAEP reading scores. International Journal of Research-GRANTHAALAYAH, 8(11), 296-310.
Sutter, T., & Zhang, M. (2020). Examining the relationship between students' creation of specific digital products and their technology assessment scores. International Journal of Research-GRANTHAALAYAH, 8(9), 153-175.
Hajduk, N. A., & Zhang, M. (2020). The impact of technology factors beyond school on eighth-grade math achievement. International Research in Higher Education 5(2), 1-15.
Norman, R. L., & Zhang, M. (2019). The impact of home computer and Internet access on NAEP science scores. Journal of Social Sciences and Humanities,5 (4), 339-349.
Book, J., & Zhang, M. (2019). Relating ELA classroom activities with reading achievement: Evidence from the 2015 NAEP twelfth grade reading scores. International Journal of Art and Literature. 3(2), 41-50.
Hicks, T., Baleja, K., & Zhang, M. (2019) Digital Literacy Communication, Oxford Bibliographies.
Clark, P. A., & Zhang, M. (2018). The Impact of teacher technology training on student technology assessments. Journal of Research in Science, Mathematics and Technology Education, 1(3), 229-266.
Zhang, & Li, X. (2018). Learn how to use NAEP data to conduct research: A phase-based guided approach. Proceedings for 8th Annual International Conference on Education and E-Learning. Singapore.
Zhang, M. (2018). Reconceptualizing e-learning: Developing and implementing an all-online doctoral program in educational technology. A proceeding for the 8th Annual International Conference on Education and E-Learning. Singapore. 29-35.
Delves, L., & Zhang, M. (2018). Learning ecologies and indigenous readers: An examination of the influence of home factors on indigenous students’ reading achievement. American Journal of Social Science Research, 4(4),76-83.
Sharon M., & Zhang, M. (2018). Exploring the relationship between student absenteeism and student literacy at the national level. Open Science Journal of Psychology,5(4), 54-62.
Sharp, E., & Zhang, M. (2018). Potential influences of gender on NAEP scores in an 8th grade US history class. American Journal of Educational Science, 4(4), 69-80.
Bond, J., & Zhang, M. (2017). The impact of conversations on fourth-grade reading performance - What NAEP Data Explorer tells? European Journal of Educational Research, 6(4), 407-417. doi:10.12973/eu-jer.6.4.407
LaDell-Thomas, J., & Zhang, M. (2017) Computer use and reading achievement: Evidence from the 2015 NAEP fourth grade reading scores. International Journal of Current Research, 9(11). 61814-61826.
Kolski, T., & Zhang, M. (2017). How read aloud and read silently interventions impact on 4th graders’ reading proficiency - 2015 NAEP scores tell all. The Charter Schools Resource Journal, 12(1), 98-134.
Zhang, M., & Li, X. (2016). Rising to the challenge - What practicing teachers learned from a video-enhanced reflective professional development project. Proceedings for Society for Information Technology and Teacher Education. Savannah, GA.
Li, X., & Zhang, M. (2015). Rising to the challenge: What practicing teachers learned from a process-based writing project in a graduate capstone seminar. SAGE Open, 5 (2) 1-17.
Indiana University of Pennsylvania, Indiana, PA Degree: Ed.D., August 1993 – 1998 Major: Curriculum and Instruction Concentration: Curriculum and Instruction Indiana University of Pennsylvania, Indiana,
PA Degree: M.A.: May 1991 – 1993 Major: Business Education Concentration: Curriculum and Instruction
EDU 643 Instructional Design EDU 660 Methods of Educational Research
EDU 653 Higher Order Web-Mediated Learning
EDU 662 Applied Education Measurement & Evaluation
EDU 707 Seminar: Issues in Educational Technology
EDU 708 Designing and Implementing Online Learning Experiences
EDU 709 Innovative Uses of Technology
EDU 802 Quantitative Research Methods for Educational Technology
EDU 862 Data-based Decision Making
EDU 898 Dissertation