Research Spotlight: Dr. Zhidong Zhang
Q & A with Dr. Zhidong Zhang, Professor in the Department of Teaching and Learning
What are your research interests and research achievements?
My research interests are in research methods, assessment, and data analysis. The method studies are focused on mixed methods research, different paradigms and models. I also examine the validity of different components of the mixed method models and the consistency among the paradigms, models, designs, data analysis, and result representations. Pragmatism and dialectical pluralism are two popular paradigmatic frameworks in mixed methods research. Thus, examining the appropriateness between the paradigms and mixed- method designs/models was the theme concerned in my research study. Five papers related to mixed methods research were published and presented since 2016.
The assessment focused on the alternative assessment, such as dynamic assessment with Bayesian network representation and diagnostic assessment with phenomenological student models, and large-scale assessment with big data. It was an innovative attempt to introduce phenomenological/or qualitative data into the student model. Thus, a quantitatively alternative assessment model was transitioned to a mixed assessment model. Twenty-four papers related to assessment were published and presented since 2007.
The analyses included hierarchical regression analysis, path analysis, SEM, hierarchical linear modeling, latent variable modeling, advanced categorical models, canonical correlation modeling, multidimensional scaling and reliability. Thirty-six papers related to statistical analyses and reliability were published and presented since 2010.
How does your work align with UTRGV’s and CEP’s strategic plans?
My research studies align with UTRGV’s and CEP’s strategic plans in several aspects. First, my research method studies help to build a research enterprise. The research methods help graduate students and colleagues better understand their research designs and further data analysis. It increases graduate students’ success in the development of the thesis and dissertation. Second, the assessment enhances the community of faculty. Assessment is the research topic being shared by all the faculty members. The alternative assessment provides a different perspective and tool for assessors effectively to assess students’ learning specifically in the virtual and digital learning era. Third, the research and practice of data analyses are related to the evidence-based decision-making. My research studies in the data analyses are not only in the quantitative data analysis fields but also in the qualitative and mixed methods research fields. For example, I developed a CAEP assessment report, which was supported by quantitative data analysis. Other qualitative data analysis and mixed methods research data analysis techniques and skills expanded graduate students’ and researchers’ knowledge and experience in the data analyses.
What are your current projects?
I have three research projects: a) mentoring doctor students to co-build research proposals across different research paradigms, b) an alternative assessment with phenomenological student models, and c) doctoral program study of Curriculum and Instruction.
The first project is to mentor doctor students to co-build research proposals. This project is to develop workshop series for doctoral students to develop their research proposals. It is a challenge for doctoral students to develop high-quality research problem statements. There are inconsistencies among several components of the research proposal such as research backgrounds, research problem statement, and research questions. This study is to develop a workshop mentoring doctoral students on how to develop a high-quality research proposal.
The second project is to develop an alternative assessment with phenomenological student models to examine the doctoral student learning process and assessment procedure. The student model will be developed based on the student learning and performance on their own research topics/problem statements.
The third project is Moving from a Hispanic Serving Institute to a Hispanic Transforming Institute. As the co-principal investigator, I worked with Dr. Laura Jewett. The study is to examine the experiences of doctoral students in the Curriculum and Instruction Ed. D. Program.