Ting Dai, Ph.D.
Ting Dai is an Assistant Professor in the Department of Educational Psychology. Her research centers on measurement of student motivation, epistemic cognition, and achievement in STEM. She also studies methodological issues with educational and psychological research, such as validity and measurement invariance of motivational measures, missing data, and measurement of treatment effects. Dr. Dai is co-Principal Investigator on funded research projects by the Institute of Education Sciences and the National Institutes of Health. Her work is published in a number of peer-reviewed journals, and she is on the editorial boards of Contemporary Educational Psychology and Journal of Experimental Education. Dr. Dai teaches courses in statistics (e.g., Structural Equation Modeling), research design, and assessment.
Ph.D. in Educational Psychology, Temple University
M.Ed. in Educational Psychology, Temple University
Research & Teaching Interests
Measurement invariance of educational and psychological measures
Epistemic cognition in formal and informal learning contexts
Cognition and motivation for learning in the STEM domains
STEM retention and achievement
Dai, T., Boekel, M., Cromley, J., Nelson, F. & Fechter, T. (2018). Using think-alouds to create a better measure of biology reasoning. SAGE Research Methods Cases. doi: 10.4135/9781526437167
Zahner, W., Dai, T., Cromley, J.G., Wills, T., Booth, J.L., Shipley, T., Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49, 131–141. doi: 10.1016/j.learninstruc.2017.01.007
Cromley, J.G., Weisberg, S.M., Dai, T., Newcombe, N.S., Schunn, C.D., Massey C., & Merlino, F.J. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100(6), 1184–1213. doi: 10.1002/sce.21241
Dai, T., & Cromley, J.G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233–247. doi: 10.1016/j.cedpsych.2014.06.003
Dai, T., & Cromley, J.G. (2014). The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262–274. doi: 10.1016/j.cedpsych.2014.06.002
Professional Affiliations & Activities
American Educational Research Association
American Psychological Association
561 Assessment for Measurement Professionals
ED 421 and ED 422; or consent of the instructor.
Plan, construct, administer, score, and report on classroom assessment; select and use standardized achievement tests; develop defensible grade procedures; measure issues in classroom assessment; validity and reliability of classroom assessments.
594 Special Topics in Educational Psychology
ED 421 and ED 422, or consent of the instructor.
Seminar on a preannounced topic focusing on methodology, research, and educational implications of recent models of learning, problem solving, and thinking. May be repeated to a maximum of 12 hours.