小东张
小东张 manages our portfolio in research, 评价, and technical assistance work in K-20 and adult education. He has expert knowledge in research design, including experimental and quasi-experimental designs, statistical and psychometric techniques, and data collection. Xiaodong’s research covers elementary, 二次, and post二次 education, specifically in reading, mathematics and science learning, teacher preparation and compensation, assessment and accountability, as well as large-scale system educational reforms. He recently expanded his research to other social programs, including public health, 正义, 和劳动.
Xiaodong has successfully managed many projects for organizations in federal, 状态, 当地的, and private sectors, 包括美国.S. Department of 教育’s Technical Assistance to Investing in Innovation program, the National Science Foundation’s Program Evaluation of Discovery 研究 PreK-12, and the Corporation for National and Community Service’s National Assessment of Social Innovation Fund.
Xiaodong began his career as a program officer at the Chinese Ministry of 教育. After completing his graduate degrees in the U.S. under the Fulbright scholarship, he led a career in applied research. Before joining ICF in 2015, he served as managing director at IMPAQ International and senior study director at Westat.
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张,X.格里菲斯，J.潘兴，J.孙，J.马拉科夫，L.马斯兰，W.彼得斯，K.，以及E场., (秋天, 2017) Strengthening Organizational Capacity and Practices for High-Performing Nonprofit Organizations: Evidence from the National Assessment of the Social Innovation Fund—A Public-Private Partnership. Public Administration Quarterly. 41(4), 424-461.
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Zandniapour L.格里菲斯，J.，张×.孙，J.潘兴，J. (2017). Strengthening Organizational Practice. Journal of Nonprofit 教育 and 领导. 7(4), 336-346
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张,X.麦克纳尼，J., and Frechtling J. (2011). Effect of STEM Faculty Engagement in MSP. School Science and Mathematics 111(6), 274-287.
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张,X.麦克纳尼，J. and Frechtling J (2010). Engaging STEM Faculty in K-20 Reforms—Implications for Policies and Practices. Science Educator 19(1), 1-13.
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张,X.麦克纳尼，J. and Frechtling J (2010). Learning After You Know It All--When University STEM Faculty Teach K–12 Teachers, Who Learns? Change: the Magazine for Higher Learning May/June, 24-28.
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Frechtling J.，张×., and Silverstein, G. (2006). The Voyager Universal Literacy System: Results from a study of kindergarten students in inner city schools. Journal of 教育 for Students Placed at Risk 11(1): 75-95.
