Miss Shengnan Wang

BA, MA (Distinction)

Biography

Shengnan is a doctoral candidate in the School of Learning, Development and Professional Practice, in the Faculty of Education and Social Work. Her research focusses on teacher expectations and teacher expectation effects in the Chinese secondary school context. Shengnan is particularly interested in teachers’ behaviours that could communicate differential expectations to students, the stability of teacher expectations, and teacher expectations for children of migrated workers in China.

Research | Current

Shengnan's doctoral research study aimed to explore teachers' expectations for their students (at both individual student level and teacher level), the transmission of teacher expectations through classroom instructions and interactions, and the potential influences of early-year teacher expectations on student academic achievement by the year-end. Being a longitudinal research, the study also investigated the trajectory of teacher expectations within a school year. The stability of individual-level, group-level and teacher-level teacher expectations were examined. 

Distinctions/Honours

  • The University of Auckland Learning, Development and Professional Practice Doctoral Scholarship, 2017
  • 9th Educational Psychology Forum Best Poster Award, 2016
  • Department of Statistics The Univerisity of Auckland Certificate of Distinction in Data Analysis, 2015

Areas of expertise

  • Educational psychology
  • Teacher expectations and teacher expectation effects
  • Quantitative research methods (Survey, Data preparation, Hierarchical linear modelling, MLwiN, SPSS, R)
  • Qualitative research methods (Semi-structured interview, Classroom observation, Thematic analysis)
  • Systematic literature review (Systematic literature search, Inclusion and exclusion criteria define, Thematic synthesis)

 

 

Selected publications and creative works (Research Outputs)

  • Wang, S., Rubie-Davies, C. M., & Meissel, K. (2019). Instructional practices and classroom interactions of high and low expectation teachers in China. Social Psychology of Education10.1007/s11218-019-09507-4
    Other University of Auckland co-authors: Kane Meissel, Christine Rubie-Davies
  • Wang, S., Rubie-Davies, C., & Meissel, K. (2018). The stability of individual student-level, group-level, and teacher-level teacher expectations. Paper presented at 11th Educational Psychology Forum, The University of Auckland, Auckland, New Zealand. 19 November - 20 November 2018. Related URL.
    Other University of Auckland co-authors: Kane Meissel
  • Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. EDUCATIONAL RESEARCH AND EVALUATION, 24 (3-5), 124-179. 10.1080/13803611.2018.1548798
    URL: http://hdl.handle.net/2292/46095
    Other University of Auckland co-authors: Christine Rubie-Davies, Kane Meissel
  • Wang, S., Rubie-Davies, C., & Meissel, K. (21/11/2016). Exploring and comparing the classroom interactions of teachers with varying class-level expectations for their students. Poster presented at 9th Educational Psychology Forum, Massey University, Auckland, New Zealand. Related URL.
    Other University of Auckland co-authors: Kane Meissel
  • Wang, S., Rubie-Davies, C., & Meissel, K. (2016). Class-level teacher expectations and teacher expectation effects in junior high schools in China. Paper presented at European Association for Research on Learning and Instruction (EARLI): JURE 2016, The University of Helsinki, Helsinki, Finland.. 4 July - 8 July 2016. Related URL.
    Other University of Auckland co-authors: Kane Meissel

Contact details

Primary office location

H - BLOCK. EPSOM - Bldg 6EH
Level 3, Room 306
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand