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Tzu-Jung Lin

Assistant Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 292-6124
lin.1653@osu.edu

Biography

Tzu-Jung Lin is an assistant professor of Educational Psychology in the Department of Educational Studies, and a faculty associate of the Crane Center for Early Childhood Research and Policy. Her primary research interests focus on (1) how learning and development occur through the dynamic social interaction with peers and teachers in classrooms, (2) what contextual or individual factors mediate or moderate the socialization of cognition or relationships, and (3) what instructional approaches can foster a positive climate and better social learning in classrooms. Her second line of research centers on cognitive processes in learning to read.

Education

  • PhD, Educational Psychology, Cognitive Science of Teaching and Learning program, University of Illinois at Urbana-Champaign
  • MS, Applied Statistics, University of Illinois at Urbana-Champaign
  • MS, Industrial Engineering and Management, Human Factors Engineering program, National Chiao Tung University, Hsinchu, Taiwan
  • BBA, Management Science, National Chiao Tung University, Hsinchu, Taiwan

Areas of Expertise

  • Cognitive and social dynamics of classroom learning
    • Development of thinking and reasoning
    • Classroom talk
    • Peer influence and socialization
    • Social networks and peer relationships
  • Metalinguistic awareness in learning to read Chinese

Honors

  • Winner of "DiveE In" Seed Grand Competition, American Educational Research Association Division E (Counseling and Human Development), 2015
  • Graduate Student Research Excellence Award, American Educational Research Association Division C (Learning and Instruction), 2013
  • Hardie Dissertation Award, University of Illinois, 2011
  • First Annual Raymond W. Kulhavy Prize for Student Research in the Cognitive Science of Learning, University of Illinois, April 2010
  • Research Creativity Award, National Science Council, Taiwan, 2004

Grants

  • Promoting interpersonal competencies and academic achievement through collaborative social reasoning. PI Spencer Postdoctoral Fellowship, National Academy of Education and Spencer Foundation.
  • Teaching and learning literature-related argumentative writing in high school English Language Arts classrooms. Co-PI. Institute of Education Sciences, Goal Two (Development and Innovation).
  • Early learning network: Critical contributions of classroom ecology to children's learning. Co-PI. Institute of Education Sciences, Goal I (Exploratory). 
  • Buffering against peer rejection through collaborative social reasoning: A study with early adolescents in Taiwan. PI. Junior Scholar Grant, Chiang Ching-kuo Foundation.

Presentations

  • Emery, A. A., Lin, T. -J., Justice, L., & Mashburn, A. (2014, July). Examining teachers’ self-efficacy in Read it Again-PreK. Paper presented at the American Psychological Association, Washington, DC.
  • Lin, T. -J., Ku, Y. -M., Zhang, J., Chen, J., Kuo, W. -C., & Han, P. -L. (2014, July). Contributions of concept of word and morphological awareness in learning to read Chinese. Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Lin, T. -J., Justice, L. M., Emery, A. A., Mashburn, A., & Pentimonti, J. (2014, July). The social mechanism of language and literacy development in Read it Again! Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Zhang, J., Lin, T. -J., Nagy, W., Suzuki, K., & Ejike, C. (2014, July). Morphological awareness and incidental word learning in first and second language. Paper presented at the American Educational Research Association Spencer Poster Session, Philadelphia, PA.
  • Zhang, J., Lin, T. -J., Nagy, W., Suzuki, W., Ejike, C., Anne, L., & Green, K. (2014, July). Morphological awareness and incidental word learning in first and second language. Paper presented at the Society for the Scientific Study of Reading, Santa Fe, New Mexico.
  • Logan, J., Justice, L., & Lin, T. -J. (2014, May). The importance of peer effects for language growth in childhood special education. Pater presented at the 26th APS Annual Convention, San Francisco, CA.
  • VanDerHeide, J., Newell, G. E., Lin, T. -J., & Bradley, A. (2014, April). How instructional patterns for teaching argumentative writing predict students’ writing achievement. Paper to be presented at the American Education Research Association, Philadelphia, PA.
  • Baker, A. R., Lin, T. -J., Chen, J., Paul, N., Murtha, S., & Anderson, R. C. (2014, April). The effects of teacher framing on student engagement during Collaborative Reasoning. Paper to be presented at the American Education Research Association, Philadelphia, PA.
  • Ma, S., Lin, T. -J., & Anderson, R. C. (2013, July). Nurturing English language learners’ multi-link causal reasoning. Paper presented at the Society for the Scientific Study of Reading, Hong Kong.
  • Lin, T. -J., & Anderson, R. C. (2013, April). Friendship and social status as mediators of relational thinking during Collaborative Reasoning. Paper presented at the bi-annual meeting of the Society for Research on Child Development, Seattle, WA.
  • Lin, T. -J., Jadallah, M., & Anderson, R. C. (2013, April). Less is more: Teacher's influence on peer collaboration. Paper presented at the American Education Research Association, San Francisco, CA.
  • Ma, S., Anderson, R. C., Lin, T. -J., Hsu, Y. -L., Zhang, X., & Ouyang, W. (2012, July). Influence of collaborative group work on English language learners’ oral narrative. Paper presented at the 22nd annual meeting of the Society for Text & Discourse, Montréal, Canada.
  • Lin, T. -J., & Anderson, R. C. (2012, April). Peer Relationship, Social Interaction, and Relational Thinking during Small-Group Discussions. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Selected Publications

Journal Articles

  • Lin, T. -J., Justice, L. M., Paul, N., & Mashburn, A. (2016). Peer interaction of rural preschool children: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors. Early Childhood Research Quarterly.37, 106-117 doi: 10.1016/j.ecresq.2016.04.001
  • Ma, S., Zhang, J., Anderson, R. C., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W., Jadallah, M., Sun, J., Lin, T.-J., Scott, T., Hsu, Y.-L., Zhang, X., Latawiec, B., & Grabow, K. (2016). Children’s productive use of academic vocabulary. Discourse Processes. doi:10.1080/0163853X.2016.1166889
  • Zhang, X., Anderson, R. C., Morris, J. A., Miller, B. W., Nguyen-Jahiel, K., Lin, T. -J., Zhang, J., Jadallah, M., Scott, T., Sun, J., Lataweic, B., Ma, S., Grabow, K., & Hsu, Y. -L. (2016). Improving children’s competence as decision makers: Contrasting effects of collaborative interaction and direct instruction. American Educational Research Journal, 53, 194–223. doi: 10.3102/0002831215618663 
  • Lin, T. -J., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I. -H., Kuo, L. -J., . . . Li, Y. (2015). Social influences on the development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41, 83-97. doi:10.1016/j.cedpsych.2014.12.004
  • Lin, T. -J., Jadallah, M., Anderson, R. C., *Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., . . . Wu, X. (2014). Less is more: Teacher’s influence on peer collaboration. Journal of Educational Psychology. doi: http://dx.doi.org/10.1037/a0037758
  • Justice, M. L., Logan, J., Lin, T. -J., & Kaderavek, J. (2014). Peer effects in early childhood education: Testing the assumptions of special-education inclusion. Psychological Science, 25, 1722-1729. doi: 10.1177/0956797614538978
  • Lin, T. -J., Horng, R. -Y., & Anderson, R. C. (2014). Effects of argument scaffolding and source credibility on science text comprehension. Journal of Experimental Education, 82, 264-282. doi: 10.1080/00220973.2013.769423
  • Miller, B. W., Anderson, R. C., Morris, J. A., Lin, T. -J., Jadallah, M., & Sun, J. (2014). The effects of the social context of argumentative discussion on engagement and conceptual change. Learning and Instruction, 33, 67-80. doi: 10.1016/j.learninstruc.2014.04.003
  • Zhang, X., Anderson, R. C., Dong, T., Nguyen-Jahiel, K., Li, Y., Lin, T. -J., & Miller, B. W. (2013). Children’s moral reasoning: Influence of culture and collaborative discussion. Journal of Culture and Cognition, 13, 503-522. doi: 10.1163/15685373-12342106
  • Lin, T. -J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B. W., Nguyen-Jahiel, K., Morris, J. A., Kuo, L. -J., Kim, I. -H., Wu, X., & Dong, T. (2012). Children’s use of analogy during Collaborative Reasoning. Child Development83, 1429-1443. doi: 10.1111/j.1467-8624.2012.01784.x

Book Chapters

  • Newell, G. E., Bloome, D., Hirvela, A., Lin, T. -J., VanDerHeide, J., Olsen, A. W., Buescher, E., Goff, B., Kim, M. Y., Ryu, S. H., & Weyand, L. (2015). Teaching and learning argumentative writing in high school English language arts classrooms. New York: Routledge.
  • Sun, J., Anderson, R. C., Lin, T. -J., & Morris, J. A. (2015). Social and cognitive development during Collaborative Reasoning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue (pp.63-76). Washington DC: American Educational Research Association.
  • Zhang, J., Lin, T. -J., Wei, J., & Anderson, R. C. (2014). Morphological awareness and learning to read Chinese and English. In X. Chen, Q. Wang, Y. C. Luo (Eds.), Reading development of monolingual and bilingual Chinese children (pp. 3-22). Dordrecht, NL: Springer Science.