Counseling, Leadership, Literacy & Special Education

Faculty: Gaoyin Qian


Ph.D. (1993) in reading education, University of Georgia

Honors and Awards

  • Doctoral Faculty of the Graduate School an University Center's Ph.D. Educational Pyschology (2001-present).
  • Editorial Review Board for Reading Research Quarterly (2001- present).
  • Associate Editor of Reading and Writing Quarterly: Overcoming Learning Difficulties (1998-present).
  • Guest Editor of the Mini-Theme on "Conceptual change learning: A multidimensional lens" for Reading and Writing Quarterly, 1997-98.
  • The Editorial Review Board for the Journal of Literary Research (formerly JRB). (1995-present).
  • Recipient of Lehman College Foundation Faculty Advancement Award (1997).
  • Recipient of the College Reading Association Outstanding Dissertation Award of the Year 1993.
  • Recipient of Shanghai Institute of Education's Outstanding Teaching Award (1986).

Member of Major Professional Organizations

Publications

  • Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology (pp. 365-386). Mahwah, NJ: Erlbaum.
  • Qian, G., & Guzzetti, B. (2000). Conceptual change learning: A multidimensional lens-Introduction to Part I. Reading and Writing Quarterly, 16, 1-3.
  • Qian, G., & Alvermann, D. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading and Writing Quarterly, 16, 59-74.
  • Qian, G., & Huang, T. (1997). Happiest but least cheerful: Influence of environmental and societal factors on educating the "only child." In Patricia J. Thompson (Ed.), Environmental education for the 21st century: International and interdisciplinary perspectives (pp. 59-66). New York: Peter Lang Publishing, Inc.
  • Hynd, C., Alvermann, D., & Qian, G. (1997). Preservice elementary school teachers' conceptual change about projectile motion: Refutational text. Science Education, 81(1), 1-27.
  • Qian, G. (1997). Zhongshi jiating dui zhaoqi ertong yuyan fazhan de yingxiang [Relationship between early language development and literacy practices in homes]. Chinese Scholars Abroad [Hai Wai Xue Ren].
  • Qian, G., & Pan, J. (1996). Zhongguo de zhaoqi ertong yuwen jiaoyu wenti [Issues in early literacy development among Chinese Children]. Modern Chinese Studies, 1, 51-59.
  • Qian, G., & March-Burris, B. (1996). The role of epistemological beliefs and motivational goals in ethnically diverse high school students' learning from science text. In D. J. Leu, C. K. Kinzer, & K. A. Hinchmann (Eds.), Literacy for the 21st century: Research and practice (pp. 159-169). Chicago, IL: The National Reading Conference, Inc.
  • Alvermann, D. E., Hynd, C. R., & Qian, G. (1995). The effects of interaction and text type on the learning of counterintuitive science concepts. Journal of Educational Research, 88, 146-154.
  • Qian, G., & Alvermann, D. E. (1995). The role of epistemological beliefs and learned helplessness in secondary school students' learning science from text. Journal of Educational Psychology, 87, 282-292.
  • Qian, G. (1994). Overcoming misconceptions about science concepts: The role of naive beliefs about knowledge and learning. In W. Linet & B. Sturtevant (Eds.), Pathways for literacy: Learners teach and teachers learn (pp. 1-12). Pittsburg, KS: College Reading Association.
  • Qian, G., Reinking, D., & Yang, R-L. (1994). The effects of character complexity on recognizing Chinese characters. Contemporary Educational Psychology, 19, 155-166.
  • Alvermann, D. E., & Qian, G. G. (1994). Perspectives on secondary school reading: Implications for instruction. Reading and Writing Quarterly, 10, 21-38.
  • Hynd, C. R., McNish, M., Qian, G., Keith, M., & Lay, K. (1994, October/November). When science contradicts intuition: How students learn scientific concepts. Reading Today, p. 9.
  • Hynd, C. R., NcNish, M., Keith, M., Qian, G., & Lay, K. (1994). Learning counterintuitive physics concepts: The fects of text and educational environment (Research Report #16). Athens, GA: National Reading Research Center, University of Georgia and University of Maryland, College Park.
  • Hynd, C. R., Alvermann, D. E., & Qian, G. (1993). Prospective teachers' comprehension and teaching of a complex science concept . (Tech. Rep. No. 4). Athens: University of Georgia, National Reading Research Center.
  • Ridgeway, V. G., Dunston, P. J., & Qian, G. G. (1993). A methodological analysis of teaching and learning strategies research. Reading Research Quarterly, 28, 334-348.
  • Hynd, C., Qian, G., Ridgeway, V., & Pickle, M. (1991). Promoting conceptual change with science texts and discussion. Journal of Reading, 34, 596-601.
  • Qian, G. (1990). Four lessons: Additional notes and exercises. In C. L. Cui (Ed.), English: Workbook II for self-taught students of English . Shanghai: Translation Press.
  • Qian, G. (1987). Entailment, presupposition, and conversational implicature. Shanghai Jiaoyu Xueyuan Xuebao, (Social Science Issue), 3, 71-78.

Research Grants

  • Qian, G. (1997-1998). Role of beliefs about knowledge and ability in learning from science text among high school students: A cross-cultural study. Funded by Herbert H. Lehman College Foundation Faculty Advancement Award, The City University of New York, $15,000.
  • Qian, G. (1997). Early literacy development among young children from immigrant Chinese families . Funded by the PSC-CUNY Research Award Program of The City University of New York, $6,848.
  • Qian, G. (1996). Early literacy development among young children from immigrant Chinese families . Funded by the PSC-CUNY Research Award Program of The City University of New York, $6,700.
  • Qian, G. (1995). Effects of kinds of misconceptions on conceptual change learning from science text. Funded by the PSC-CUNY Research Award Program of The City University of New York, $5,000.
  • Qian, G. (1994). The role of epistemological beliefs and motivational goals in ethnically diverse secondary school students' learning from science text. Funded by the PSC-CUNY Research Award Program of The City University of New York, $3,000.

Last modified: Oct 13, 2011

Text Only Version of Site | Make This Website Talk