Biography
Tutrang Nguyen is a Ph.D. candidate in the School of Education with a specialization in Educational Policy and Social Context (EPSC). Her research seeks to understand individual and ecological factors that lead to healthy child development. She primarily conducts quantitative analyses of longitudinal, administrative, and survey data, but also has experience collecting and analyzing observational classroom data.
Tutrang’s dissertation examines the influence of various preschool curricula on children’s school readiness skills, whom they work best for, and how they are implemented in the classroom context. To conduct this research, she was awarded a two-year dissertation grant from the U.S. Department of Health and Human Services, Administration for Children and Families. She has also been awarded the prestigious Eugene Cota-Robles Fellowship in support of her doctoral studies.
She earned her B.A. in Mathematics and Liberal Studies, cum laude and Phi Beta Kappa, from the University of California, Riverside and her M.A. in Education from the University of California, Irvine.
Peer-Reviewed Publications
Representative Publications:
Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D.H., & Sarama, J. S. (2016). Fadeout in an early Mathematics intervention: Constraining content or pre-existing differences?” Developmental Psychology, 52(9), 1457-1469.
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36(3), 550-560.
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. S., & Clements, D. H. (Forthcoming). "Differential effects on African American and non-African American’s Mathematics Achievement." Journal of Educational Psychology.
Additional Publications:
Casasola, T. S., Schenke, K., Nguyen, T., & Warschauer, M. “Can flipping the classroom work? Evidence from undergraduate chemistry.” (Accepted for publication, International Journal of Teaching and Learning in Higher Education)
Reimer, L. C., Schenke, K., Nguyen, T., O’Dowd, D. K., Domina, T., & Warschauer, M. (2016). Evaluating Promising Practices in Undergraduate STEM Lecture Courses. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(1), 212-233.
Reimer, L., Nili, A., Nguyen, T., Domina, T., & Warschauer, M. (2015). Clickers in the wild: A campus-wide study of student response systems. In Weaver, G. C., Burgess, W. D., Childress, A. L., & Slakey, L (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. West Lafayette, IN: Purdue University Press.
Manuscripts Under Review or in Progress
Duncan, R. J., Nguyen, T., Miao, A., McClelland, M., & Bailey, D. H., “Executive Function and Mathematics Achievement: Are Effects Construct- and Time-General or Specific?” (Revise and resubmit, Child Development)
Jenkins, J. M., Auger, A., Nguyen, T., & Yu, W. “Distinctions without a difference? Preschool curricula and children’s development.” (Under review)
Jenkins, J. M. & Nguyen, T. “Keeping Kids in Care: What Makes a Difference in State CCDF Policy?” (In preparation)
Nguyen, T. & Duncan, G. J. “Kindergarten Components of Executive Functions: A National Study.” (Under review)
Nguyen, T., Jenkins, J. M., Auger, A., & Domina, T. “Comparing the Effectiveness of Targeted Curricula in Head Start and Public Pre-K Classrooms.” (Under review)
Nguyen, T., Li, W., & Duncan, G. J. “Impacts of Targeted and Global Preschool Curricula on Children’s School Readiness: A Meta-Analytic Review.” (In preparation)
Tutrang Nguyen is a Ph.D. candidate in the School of Education with a specialization in Educational Policy and Social Context (EPSC). Her research seeks to understand individual and ecological factors that lead to healthy child development. She primarily conducts quantitative analyses of longitudinal, administrative, and survey data, but also has experience collecting and analyzing observational classroom data.
Tutrang’s dissertation examines the influence of various preschool curricula on children’s school readiness skills, whom they work best for, and how they are implemented in the classroom context. To conduct this research, she was awarded a two-year dissertation grant from the U.S. Department of Health and Human Services, Administration for Children and Families. She has also been awarded the prestigious Eugene Cota-Robles Fellowship in support of her doctoral studies.
She earned her B.A. in Mathematics and Liberal Studies, cum laude and Phi Beta Kappa, from the University of California, Riverside and her M.A. in Education from the University of California, Irvine.
Peer-Reviewed Publications
Representative Publications:
Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D.H., & Sarama, J. S. (2016). Fadeout in an early Mathematics intervention: Constraining content or pre-existing differences?” Developmental Psychology, 52(9), 1457-1469.
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36(3), 550-560.
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. S., & Clements, D. H. (Forthcoming). "Differential effects on African American and non-African American’s Mathematics Achievement." Journal of Educational Psychology.
Additional Publications:
Casasola, T. S., Schenke, K., Nguyen, T., & Warschauer, M. “Can flipping the classroom work? Evidence from undergraduate chemistry.” (Accepted for publication, International Journal of Teaching and Learning in Higher Education)
Reimer, L. C., Schenke, K., Nguyen, T., O’Dowd, D. K., Domina, T., & Warschauer, M. (2016). Evaluating Promising Practices in Undergraduate STEM Lecture Courses. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(1), 212-233.
Reimer, L., Nili, A., Nguyen, T., Domina, T., & Warschauer, M. (2015). Clickers in the wild: A campus-wide study of student response systems. In Weaver, G. C., Burgess, W. D., Childress, A. L., & Slakey, L (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. West Lafayette, IN: Purdue University Press.
Manuscripts Under Review or in Progress
Duncan, R. J., Nguyen, T., Miao, A., McClelland, M., & Bailey, D. H., “Executive Function and Mathematics Achievement: Are Effects Construct- and Time-General or Specific?” (Revise and resubmit, Child Development)
Jenkins, J. M., Auger, A., Nguyen, T., & Yu, W. “Distinctions without a difference? Preschool curricula and children’s development.” (Under review)
Jenkins, J. M. & Nguyen, T. “Keeping Kids in Care: What Makes a Difference in State CCDF Policy?” (In preparation)
Nguyen, T. & Duncan, G. J. “Kindergarten Components of Executive Functions: A National Study.” (Under review)
Nguyen, T., Jenkins, J. M., Auger, A., & Domina, T. “Comparing the Effectiveness of Targeted Curricula in Head Start and Public Pre-K Classrooms.” (Under review)
Nguyen, T., Li, W., & Duncan, G. J. “Impacts of Targeted and Global Preschool Curricula on Children’s School Readiness: A Meta-Analytic Review.” (In preparation)
