Dr. Huang Wu is an Assistant Professor of Educational Leadership in the Department of Educational Leadership, Policy and Foundations. With teaching experience spanning K-12 and higher education settings in both China and the United States, he brings a global perspective that allow him to witness firsthand the challenges students face on their path to better opportunities, and how educational systems can address structural inequalities.
His research is centered on the application of data science methods, ranging from traditional quantitative approaches to machine learning, to address critical educational issues, particularly those related to school leadership, educational equity, and program evaluation. His primary research focus is dedicated to examining how effective school leadership practices can enhance student learning outcomes and foster social justice within educational systems. His intellectual curiosity extends beyond empirical investigations to encompass theoretical and philosophical inquiries into educational issues, such as defining the essence of education and equity, the principles of good education and teaching, and how schools can foster them.
When it comes to teaching, Dr. Wu finds profound joy in guiding students as they nurture their interests, embark on a journey of learning, and make remarkable progress. Dr. Wu firmly believes in the reciprocal nature of teaching, echoing Confucius’ wisdom that “teaching and learning go hand in hand.” Dr. Wu sets high expectations for all students and encourages them to cultivate a growth mindset. He strives to make his teaching inclusive, accessible, responsive, and student-centered. His goal is to ensure that everyone in his class can actively participate, feel in control of their learning, and possess the capacity to learn and grow.
Check my Google Scholar page: https://scholar.google.com/citations?user=t2LDHOwAAAAJ&hl=en
Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2021.100423
Wu, H., Shen, J., Reeves, P., Zheng, Y., Ryan, L. & Anderson, D. (2021). The relationship between reciprocal school-to-school collaboration and student academic achievement. Educational Management Administration & Leadership. DOI: https://doi.org/10.1177/17411432211064436
Shen, J., Ma, X., Mansberger, N., Palmer, L. B., Burt, W., Leneway, R., Reeves, P., Poppink, S., McCrumb, D., Whiten, E., Gao, X., & Wu, H. (2021). Developing and validating an instrument measuring school renewal: Testing the factorial validity and reliability. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1930187
Shen, J., Ma, X., Mansberger, N., Wu, H., Palmer, L. B., Poppink, S., & Reeves, P. (2021). The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation. 70. https://doi.org/10.1016/j.stueduc.2021.101023
Wu, H., Shen, J., & Spybrook, J. (2020). Closing achievement gaps: Examining the roles of school background and process. Education and Urban Society. 53(8), 909-937. https://doi.org/10.1177/0013124521989447
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, & Anderson, D. (2021). The effect of teacher leadership on student achievement: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2020.100357 (co-first author)
Wu, H., Shen, J., Zhang, Y., & Zheng, Y. (2020). Examining the effect of principal leadership on student science achievement. International Journal of Science Education, 42(6), 1017-1039. https://doi.org/10.1080/09500693.2020.1747664
