Qingli Lei, PhD
Bridge to Faculty Postdoctoral Research Associate
Special Education
Contact
Building & Room:
ETMSW 1440
Address:
1040 W. Harrison St. (M/C 147), Chicago, IL 60607
Office Phone:
Email:
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About
Dr. Qingli Lei is a Bridge to Faculty Fellow in the Department of Special Education at the University of Illinois Chicago. She earned her PhD in Educational Studies from Purdue University, with a focus on special education. Dr. Lei coordinated a multi-year model-based mathematics problem-solving program funded by the National Science Foundation. Her research interests include developing effective mathematics interventions for students with disabilities, analyzing teacher-student discourse to empower mathematics reasoning and problem-solving skills, and exploring cognitive and non-cognitive factors that influence mathematics learning.
Selected Publications
Lei, Q. & Xin, Y. (2023). A synthesis of mathematical word problem-solving instructions for English learners with learning disabilities in mathematics. Review of Education, 11(2), 1-18. https://doi.org/10.1002/rev3.3396
Wei, S., Lei, Q., Chen, Y., & Xin, Y. P. (2023). The effects of visual cueing on students with and without math learning difficulties in online problem solving: Evidence from eye movement. Behavioral Sciences, 13(11), 927. https://doi.org/10.3390/bs13110927
Xin, Y., Kim, S., Lei, Q., Liu, B., Wei, S., Kastberg, S., Chen, Y. (2023). The effect of model-based problem solving on the performance of students who are struggling in mathematics. The Journal of Special Education, 57(3), 181-192. https://doi.org/10.1177/00224669231157032
Liu, D., Lory, C., Lei, Q., Cai, W., Mao, Y., Yang, X. (2023). Using explicit instruction and virtual manipulatives to teach measurement concepts for students with autism spectrum disorder. The Journal of Special Education. https://doi.org/10.1177/00224669231171558
Lei, Q., Mason, A. R., Xin, Y. P., Davis, J., David, M. & Lory, C. (2020a). A meta-analysis of single-case research on mathematics word problem-solving interventions for English learners with learning disabilities and mathematics difficulties. Learning Disabilities Research & Practice, 35(4), 201-217. https://doi.org/10.1111/ldrp.12233
Lei, Q., Xin, Y. P., Morita-Mullaney, T., & Tzur, R. (2020b). Instructional scaffolds in mathematics instruction for English learners with learning disabilities: An exploratory case study. Learning Disabilities: A Contemporary Journal, 18(1), 123-144.
Education
Ph.D., Special Education, Purdue University
M.S., Applied Statistics, Purdue University
M.S.Ed., Special Education, Purdue University
M.A., TESOL, Central Michigan University