Academic Staff

YANG Hyunwoo

Research Assistant Professor

YANG Hyunwoo

BA (Gwangju National University of Education), MA (Pennsylvania State University), PhD (University of Wisconsin-Madison)

Before joining the Department, Dr. Yang was a post-doctoral fellow at the University of Hong Kong. His research areas include educational policy evaluation studies and early childhood education. He uses advanced quantitative methods for his research, including multi-level analyses and quasi-experimental approaches, sometimes with the help of machine learning techniques and Bayesian statistics.
Dr. Yang’s work has been published in many peer-review journals, including Asia Pacific Education Review, Early Education and Development, Journal of Education for Students Placed at Risk, Professional Development in Education, and Teaching and Teacher Education. During his PhD in the US, his work was recognized with an award from the American Educational Research Association-National Science Foundation (AERA-NSF) Dissertation Grant program.

Research Interests
  • Education and Development
  • Education Policy
  • Quantitative methods
  • School Effectiveness and School Improvement
  • Teacher Professional Development
Courses Taught
  • PGDP 5301 Structure & Process of Schooling
Recent Publications
  • Yang, H. (in press). What factors drive school districts to adopt universal pre-Kindergarten: Evidence from Wisconsin. Early Education and Development.
  • Borman, G., Yang, H., Audrain, L. & Park, S. (in press). The District-wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study. Journal of Education for Students Placed at Risk.
  • Yang, H., Yang, M., Batt, L., Xie, X., You, E., & Goff, P. (2021). A New Evaluation Approach for Teacher Preparation Programs Using Labor Market Competitiveness of Teacher Applicants. Teaching and Teacher Education. 104.103368.
  • Borman, G. D., Yang, H., & Xie, X. (2021). A Quasi-Experimental Study of the Impacts of the Kids Read Now Summer Reading Program. Journal of Education for Students Placed at Risk, 1-21.
  • Yang, H. (2020). The Effects of Experience of Professional Development on Teacher Self-Efficacy: The Case of the United States Using Bayesian Multilevel Models. Professional Development in Education, 46(5), 797-811.
Research Projects
  • Time-use analysis in East Asia kindergartens
  • The inequality in access to early childhood education in Low- and Middle-income countries
  • The long-term effects of universal-type (pre)kindergarten programs on educational outcomes
  • Turnover and resignation of early childhood education teachers