Bong Gee Jang is an assistant professor in the Department of Reading and Language Arts. He received his Ph.D. in Reading Education from University of Virginia in 2013. His main areas of research include literacy motivation and engagement in digital settings and content area (disciplinary) literacy. His research has appeared in Reading Research Quarterly, Educational Psychology Review, Journal of Adolescent & Adult Literacy, and Korean Journal of Curriculum and Instruction Studies. Bong Gee also coauthored one book chapter about technology and the Common Core State Standards and translated two books: (Reading strategies and practices - A compendium and Language exploration and awareness).
Bong Gee’s research interests include:
- Literacy and learning in adolescence (adolescent literacy and content literacy)
- Affective aspects of literacy (motivation, attitudes, interests, self-efficacy, and self-concept)
- Digital literacies (internet applications and multimedia)
- Education in global contexts (International comparison in literacy education, outcomes, and policies)
Past Research Activities/Experience:
- Conradi, K., Jang, B. G., McKenna, M.C.. (2014). Motivational
terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127-164.
- Jang, B. G. (2014). Translation and validation of motivation
instruments in literacy research: Trends and issues. Journal of Korean Language Education, 45, 1-27.
- Jang, B. G., & Y-R., K. (2014). A structural relationship among affective aspects
of literacy, class engagement, and literacy achievement. Korean Language Education, 144,
- Conradi, K., Jang, B. G., Lawrence, C., Craft, A., & McKenna, M. C. (2013). Measuring adolescents’ attitudes toward reading: A classroom survey. Journal of Adolescent and Adult Literacy, 56, 565-576.
- McKenna, M. C., Conradi, K., Young, C., & Jang, B. G. (2012). Technology and the Common Core Standards. In L. M. Morrow, T. Shanahan,& K. Wixson (Eds.), Teaching with the Common Core Standards for English Language Arts: PreK – 2 (pp. 152-169). New York, NY: Guilford Press.
- McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 283-306.
- Jang, B. G. (2009). A study of comprehension strategies during peer-led small-group reading discussion. The Korean Journal of Curriculum and Instruction Studies, 1(2), 1-30.
Current Research Activities:
- Jang. B. G. Structural relationships among reading attitudes, reading engagement, and reading achievement. University Research Committee Faculty Fellowship Grant. Oakland University. 2-13-2014. $10,000.
- Jang, B. G., Ryoo, J. H., & McKenna, M. C. Multiple dimensions of Korean adolescents’ reading attitudes and achievement. Manuscript submitted for publication.
- McKenna, M. C., Lundy, B. K., & Jang, B. G. Effectiveness of an Early Reading First outlier project: Implications for evaluation and policy. Manuscript submitted for publication.
- Kim, Y-R, & Jang, B. G. Affective aspects of literacy learning and their relationships with literacy achievement. Korean Institute for Curriculum and Evaluation. 2012-2013. Funded for $1,774.62.
Research Goals/Plans for Future Projects
- Jang, B. G., Kim, J-Y, & Ryoo, J. H. Comparing structural differences in reading amounts, reading attitudes, and reading achievement between U. S. and Korean adolescents: Findings from PISA 2009. Manuscript in preparation.
- Jang, B. G., Ryoo, J. H., & McKenna, M. C. (in preparation). Profiles of reading attitudes among proficient, average, and struggling Readers. Manuscript in preparation.
- Jang, B. G., Wiens, P., Heny, N. A., & Farkas. W. (in preparation). Pre-service teachers’ perceptions on content literacy and its relationship with their disciplinary knowledge and actual teaching performance. Manuscript in preparation.
- Jang, B. G., Paik, H., & Lovette, G. (in preparation). Korean literacy teachers’ beliefs about the Korean national curriculum and standards and their implications for American education. Manuscript in preparation.
- Jang, B. G. Influences of a university-school partnership project on pre-service teachers’ teaching efficacy and teaching performance. Manuscript in preparation.
Workshops, In-Service Institutes, and Community Events:
- Enhancing disciplinary literacy strategies in different content-areas
- Fostering literacy motivation and engagement
- Using multimedia and technology effectively for literacy instruction
- Improving children’s comprehension of informational texts
- Understanding literacy practices in global contexts
Vita available upon request.