Biography
As a first-generation college student and an avid fan of the University of California public school system, Huy Chung received his Ph.D. at UC Irvine’s School of Education under the Learning, Cognition, and Development (LCD) and Language, Literacy, and Technology (LLT) specializations. His interests in teacher education and professional development for English Language Arts teachers bridge the two concentrations.
Since finishing his dissertation in November 2015, he was a post-doctoral scholar at UC Davis working with Professor Jamal Abedi to hone his quantitative skills but also to expand his understanding of research on English Learners. He managed and worked on three federally funded programs regarding formative assessments in mathematics, testing accommodations for English Learners, and an evaluation of the Writing Reform and Innovation for Teaching Excellence (WRITE) professional development program. He is excited to be back at UC Irvine to work with Professor Carol Booth Olson as the Writing Project Director of Research overseeing the research efforts of the Pathway Project’s OELA and i3 grants.
Prior to enrolling in UCI's doctoral program, he taught middle school humanities classes (i.e. English, history [ancient and medieval], art, drama, and world mythology) for three years in downtown Los Angeles. As a teacher he was trained in Understanding by Design, differentiated instruction, Learning Teams, and other data-driven initiatives in the classroom. However, it was also during these training opportunities that he noticed the different reactions and receptions teachers had to professional development. These experiences have led him to study andragogy (adult learning processes), the appropriation process during teacher professional development, English Language Arts curriculum and instruction, semiotic processes, and curricular adaptations for English Learners. He prefers to apply mixed methods, content analysis, discourse analytic methods, and using audio-video capture technology in his research.
Selected Accomplishments
Publications
Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (Accepted). Reducing achievement gaps in academic writing for Latino secondary students and English learners. Journal of Educational Psychology. doi: 10.1037/edu0000095
Chung, H.Q. & van Es, E.A. (2014b). Varied appropriations of tools from professional development: Moving beyond levels. In J.L Polman, E.A. Kyza, D.K. O'Neill, I. Tabak, W.R. Penuel, A.S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (pp. 418-425). Boulder, CO: International Society of the Learning Sciences.
Chung, H.Q., & van Es, E.A. (2014a). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135. doi:10.1080/13540602.2013.848567
Selected Presentations
Chung, H.Q. (2016). Formative assessments in mathematics effects on both teachers and students. Research paper presented at the UC Davis Postdoctoral Research Symposium.
La Torre Matrundola, D., Chung, H.Q., Ong, C., Abedi, J., Schaaf, K., Abhari, B., & Banes, L. (2016). Complementary approaches to formative assessment in mathematics. Research symposium presented at the National Council of Teachers of Mathematics 2016 annual meeting in San Francisco, CA.
Olson, C.B., Mathuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (2016). Reducing achievement gaps in academic writing for Latinos and English Learners in grades 7-12. Paper presented at the American Educational Research Association annual meeting in Washington, DC.
Chung, H.Q., Abedi, J., Abhari, B., & Banes, L. (2015). Formative assessments as opportunities for learning. Paper presented at the California Educational Research Association conference in Anaheim, CA.
Olson, C.B., Mathuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (2015). Closing the writing achievement gap for secondary school Latino students and English Learners. Paper presented at the Literacy Research Association conference in Carlsbad, CA.
Chung, H.Q. (2015). Tools that transform secondary English pre-service teachers into teachers. Research presentation presented at the California Council on Teacher Education Spring Conference in San Jose, CA.
Chung, H.Q. & van Es, E.A. (2014). Varied appropriations of tools from professional development: Moving beyond levels. Paper presented at the 11th International Conference of the Learning Sciences in Boulder, CO.
Chung, H.Q. (2014). Appropriating and enacting literacy tools while teaching: The case of the Pathway Project. Research paper presented at the American Educational Research Association annual meeting in Philadelphia, PA.
Chung, H.Q. (2013). Building a knowledge base for teaching literacy: English language arts pre-service teachers’ use of cognitive strategies and their impact on student learning. Research presentation at the Conference on English Education held in Fort Collins, CO.
Chung, H.Q., & van Es, E.A. (2013). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Research symposium presented at the American Educational Research Association annual meeting in San Francisco, CA.
Chung, H.Q. (2012b). Tracing the lines: English language arts pre-service teachers’ varied analyses of the impact of their teaching on student learning. Research round table presentation at the annual convention of the National Council of Teachers of English held in Las Vegas, NV.
Chung, H.Q., & Yeh, C. (2012). Leveraging the component parts of teaching: Developing preservice teachers’ skills in analyzing student learning. Research presentation at the California Council on Teacher Education Fall Conference held in San Diego, CA.
Chung, H.Q. (2012a). Appropriating teaching methods: English language arts pre-service teachers’ use of cognitive strategies while student teaching. Research round table presentation at The Inaugural Southern California Rhetoric & Composition Research Symposium held in Irvine, CA.
Chung, H.Q. (2011). Students before content: A case study of an ethnic minority teacher in professional development for history teachers. Poster presentation at the California Educational Research Association Conference held in Anaheim, CA.
Barnhart, T., Chung, H.Q., & van Es, E.A. (2011). Learning to learn from teaching across the disciplines. Research presentation at the California Council on Teacher Education Fall Conference held in San Diego, CA.
Munshi, R., Chung, H.Q., & van Es, E.A. (2011). Learning to learn from teaching: A model for learning from analysis and reflection of one’s own practice. Workshop session presented at the UCLA Curtis Center Mathematics and Teaching Conference held in Westwood, CA.
- Ph.D., University of California, Irvine, 2016, Education
- M.A., University of California, Irvine, 2012, Education
- M.Ed., UCLA, 2007, Teacher Education
- B.A., UC Berkeley, 2004, Comparative Literature
As a first-generation college student and an avid fan of the University of California public school system, Huy Chung received his Ph.D. at UC Irvine’s School of Education under the Learning, Cognition, and Development (LCD) and Language, Literacy, and Technology (LLT) specializations. His interests in teacher education and professional development for English Language Arts teachers bridge the two concentrations.
Since finishing his dissertation in November 2015, he was a post-doctoral scholar at UC Davis working with Professor Jamal Abedi to hone his quantitative skills but also to expand his understanding of research on English Learners. He managed and worked on three federally funded programs regarding formative assessments in mathematics, testing accommodations for English Learners, and an evaluation of the Writing Reform and Innovation for Teaching Excellence (WRITE) professional development program. He is excited to be back at UC Irvine to work with Professor Carol Booth Olson as the Writing Project Director of Research overseeing the research efforts of the Pathway Project’s OELA and i3 grants.
Prior to enrolling in UCI's doctoral program, he taught middle school humanities classes (i.e. English, history [ancient and medieval], art, drama, and world mythology) for three years in downtown Los Angeles. As a teacher he was trained in Understanding by Design, differentiated instruction, Learning Teams, and other data-driven initiatives in the classroom. However, it was also during these training opportunities that he noticed the different reactions and receptions teachers had to professional development. These experiences have led him to study andragogy (adult learning processes), the appropriation process during teacher professional development, English Language Arts curriculum and instruction, semiotic processes, and curricular adaptations for English Learners. He prefers to apply mixed methods, content analysis, discourse analytic methods, and using audio-video capture technology in his research.
Selected Accomplishments
- California Council on Teacher Education Quest Grant: 2014
- SREE Short Course: Value Added Models: 2014
- UCI School of Education Keith Curry Scholarship: 2014
- AERA: Division K Graduate Student Seminar: 2014
- Gates Millennium Scholarship: UCI (2009-13); UCLA (2005-7); UC Berkeley (2000-4)
- UC Irvine School of Education Graduate Student Service Award: 2013
- UC Evaluation Center Institute Summer Fellow: 2012
- UCI Writing Project Summer Fellow: 2011
- UCLA Graduate School of Education Vera Strayer Fellowship: 2005
- UC Berkeley Chancellor’s Volunteer Award: 2004
- UC Berkeley’s Department of Comparative Literature Volunteer Award: 2004
Publications
Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (Accepted). Reducing achievement gaps in academic writing for Latino secondary students and English learners. Journal of Educational Psychology. doi: 10.1037/edu0000095
Chung, H.Q. & van Es, E.A. (2014b). Varied appropriations of tools from professional development: Moving beyond levels. In J.L Polman, E.A. Kyza, D.K. O'Neill, I. Tabak, W.R. Penuel, A.S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (pp. 418-425). Boulder, CO: International Society of the Learning Sciences.
Chung, H.Q., & van Es, E.A. (2014a). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135. doi:10.1080/13540602.2013.848567
Selected Presentations
Chung, H.Q. (2016). Formative assessments in mathematics effects on both teachers and students. Research paper presented at the UC Davis Postdoctoral Research Symposium.
La Torre Matrundola, D., Chung, H.Q., Ong, C., Abedi, J., Schaaf, K., Abhari, B., & Banes, L. (2016). Complementary approaches to formative assessment in mathematics. Research symposium presented at the National Council of Teachers of Mathematics 2016 annual meeting in San Francisco, CA.
Olson, C.B., Mathuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (2016). Reducing achievement gaps in academic writing for Latinos and English Learners in grades 7-12. Paper presented at the American Educational Research Association annual meeting in Washington, DC.
Chung, H.Q., Abedi, J., Abhari, B., & Banes, L. (2015). Formative assessments as opportunities for learning. Paper presented at the California Educational Research Association conference in Anaheim, CA.
Olson, C.B., Mathuchniak, T., Chung, H.Q., Stumpf, R.A., & Farkas, G. (2015). Closing the writing achievement gap for secondary school Latino students and English Learners. Paper presented at the Literacy Research Association conference in Carlsbad, CA.
Chung, H.Q. (2015). Tools that transform secondary English pre-service teachers into teachers. Research presentation presented at the California Council on Teacher Education Spring Conference in San Jose, CA.
Chung, H.Q. & van Es, E.A. (2014). Varied appropriations of tools from professional development: Moving beyond levels. Paper presented at the 11th International Conference of the Learning Sciences in Boulder, CO.
Chung, H.Q. (2014). Appropriating and enacting literacy tools while teaching: The case of the Pathway Project. Research paper presented at the American Educational Research Association annual meeting in Philadelphia, PA.
Chung, H.Q. (2013). Building a knowledge base for teaching literacy: English language arts pre-service teachers’ use of cognitive strategies and their impact on student learning. Research presentation at the Conference on English Education held in Fort Collins, CO.
Chung, H.Q., & van Es, E.A. (2013). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Research symposium presented at the American Educational Research Association annual meeting in San Francisco, CA.
Chung, H.Q. (2012b). Tracing the lines: English language arts pre-service teachers’ varied analyses of the impact of their teaching on student learning. Research round table presentation at the annual convention of the National Council of Teachers of English held in Las Vegas, NV.
Chung, H.Q., & Yeh, C. (2012). Leveraging the component parts of teaching: Developing preservice teachers’ skills in analyzing student learning. Research presentation at the California Council on Teacher Education Fall Conference held in San Diego, CA.
Chung, H.Q. (2012a). Appropriating teaching methods: English language arts pre-service teachers’ use of cognitive strategies while student teaching. Research round table presentation at The Inaugural Southern California Rhetoric & Composition Research Symposium held in Irvine, CA.
Chung, H.Q. (2011). Students before content: A case study of an ethnic minority teacher in professional development for history teachers. Poster presentation at the California Educational Research Association Conference held in Anaheim, CA.
Barnhart, T., Chung, H.Q., & van Es, E.A. (2011). Learning to learn from teaching across the disciplines. Research presentation at the California Council on Teacher Education Fall Conference held in San Diego, CA.
Munshi, R., Chung, H.Q., & van Es, E.A. (2011). Learning to learn from teaching: A model for learning from analysis and reflection of one’s own practice. Workshop session presented at the UCLA Curtis Center Mathematics and Teaching Conference held in Westwood, CA.
