Ting Dai, PhD
Building & Room:
1040 W. Harrison St. (M/C 147), Chicago, IL 60607
Ting Dai is an Assistant Professor in the Department of Educational Psychology. Her research centers on student motivation, engagement, and epistemic cognition in STEM. Her other line of research focuses on the methodological issues with educational and psychological research, such as missing data and measurement invariance. Dr. Dai' research projects were funded by the Institute of Education Sciences and the National Institutes of Health. Dr. Dai teaches structural equation modeling, research design/methods, and assessment. She is on the Editorial Board of Journal of Educational Psychology, Contemporary Educational Psychology, and Journal of Experimental Education.
Institute of Education Sciences, US Department of Education, Evaluation of an Intervention to Improve Academic Outcomes for Low-Income Urban Youth through Instruction in Effective Coping Supported by Mentoring Relationships (7/1/2021-6/30/2026), Co-I
Institute of Education Sciences, US Department of Education, Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades (8/1/2014-7/31/2018), Co-PI
Institute of Education Sciences, US Department of Education, Inference-Making and Reasoning: Refinement of an Assessment for Use in Gateway Biology Courses (9/1/2016-8/31/2020), Co-PI
Tang, X. & Dai, T. (2021). How do children’s social behaviors influence longitudinal reading achievement? A conditional autoregressive latent growth trajectory analysis. Early Childhood Research Quarterly, 54, 239-251. http://doi.org/10.1016/j.ecresq.2020.09.007
Kaplan, A., Cromley, J. G., Perez, T., Dai, T., Mara, K., & Balsai, M. (2020). The role of context in educational RCT findings: A call to redefine “evidence-based practice.” Educational Researcher, 49(4), 285-288. https://doi.org/10.3102/0013189X20921862
Kiuhara, S. A., Gillespie, A., Dai, T., Witzel, B.,Morphy, P., & Unker, B. (2019). Constructing written arguments to develop fraction knowledge. Journal of Educational Psychology, 112(3), 584-607. http://dx.doi.org/10.1037/edu0000391
Dai, T., Van Boekel, M., Cromley, J., Nelson, F. & Fechter, T, (2018). Using think-alouds to create a better measure of biology reasoning. SAGE Research Methods Cases.https://dx.doi.org/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. https://doi.org/10.1016/j.learninstruc.2017.01.007
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. https://doi.org/10.1016/j.cedpsych.2014.06.003
Ph.D. in Educational Psychology, Temple University
M.Ed. in Educational Psychology, Temple University
American Educational Research Association
American Psychological Association
European Association for Research on Learning and Instruction
Dai, T., Qiao, L., Snow, M., Cromley, J. G., Kaplan, A., Perez, T., Mara, K. R., & Balsai, M. J. (2020, August). Differential engagement in an online learning support module: How may it affect biology grades? Presidential Poster Session presented at the American Psychological Association 2020 Virtual Convention, August 6-9, 2020. https://apadiv15.org/wp-content/uploads/2020/08/Dai-et-al-APA-2020-virtual-poster-compressed.pdf
Research Currently in Progress
Improving Strategies for Addressing Non-Ignorable Missing Data in Educational Research.
Davey, A., & Dai, T. (2020). A systematic approach to identify and evaluate missing data patterns and mechanisms in multivariate educational, social, and behavioral research. arXiv preprint arXiv:2007.14296.