Tzu-Jung Lin

Headshot of Tzu-Jung Lin

Professor, Department of Educational Studies

Program Area: Educational Psychology

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

Personal Website

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Biography

Tzu-Jung Lin is 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) process of learning and development in dynamic classroom environments, (2) contextual or individual factors mediating or moderating the socialization of cognition and social relationships, (3) instructional approaches to foster a positive climate and better learning in classrooms, (4) psychology of reading and writing.

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

Research Interests

Honors

  • National Academy of Education/Spencer Postdoctoral Fellow, 2016
  • 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

Selected Grants

  • The impact of the COVID-19 pandemic on gifted students’ academic competence and socioemotional well-being during the middle school transition. PI. Esther Katz Rosen Grant, American Psychological Foundation.
  • Teaching and learning argumentative writing and informational writing in secondary school classrooms. Co-PI. Columbus City Schools District.
  • Developing seamless blended learning through collaborative in-class and online dialogue about critical civic issues to improve elementary students’ interpersonal competencies and academic achievement. PI. Institute of Education Sciences.
  • Focusing on Learning, Interaction, and Play (FLIP) at Recess. Co-I. Institute of Education Sciences. 
  • Leveraging sensing systems in early education: Transforming understanding of critical features of young children’s classroom experiences. Co-I. Lyle Spencer Research Award. 
  • School-level characteristics, classroom process quality, and PK-3 learning and development. Co-I. Institute of Education Sciences.

Selected Publications

Journal Articles

  • Lin, T. -J., Chen, J., *Lu, M., Sun, J., Purtell, K., Ansari, A., & Justice, L. A. (2023). The Influence of classroom language contexts on dual language learners’ language development. Journal of Educational Psychology. doi: 10.1037/edu0000804
  • *Fulton, K, Lin T. -J., & Newell, G. (2023) Dialogic literary argumentation and close reading: effects on high school students’ literature-related argumentative writing and motivational beliefs. Frontiers in Psychology, 14:1214773. doi: 10.3389/fpsyg.2023.1214773
  • Chen, J., Lin, T. -J., Wilkinson, I. A. G., Ha, S. Y., & Paul, N. (2023). Cognitive and social dialogue patterns during collaborative small-group discussions. Learning and Instruction. doi: 10.1016/j.learninstruc.2023.101795
  • *Kim, S., Lin, T. -J., *Wen, Z., Glassman, M., *Ha, S. Y., *Nagpal, M., *Kraatz, E. (2023). Linking knowledge justification with peers to the learning of social perspective taking. Journal of Moral Education. doi: 10.1080/03057240.2023.2185597
  • *Tilak, S., Glassman, M., *Wen, Z., *Lu, M., Kuznetscova, I., Lin, T. -J., Anderman, E. M., *Martinez-Calvit, A., Ching, K., & Nagpal, M. (2023). An investigation of social studies teachers’ implementation of an immersive history curricular unit as a cybernetic Zone of Proximal Development. Cogent Education. 10:1. doi: 10.1080/2331186X.2023.2171183
  • *Wen, Z., Lin, T. -J., Glassman, M., *Kim, S., Ha, S. Y., *Tilak, S., *Nagpal, M., & *Kraatz, E. (2023). The development of early adolescents’ social perspective taking through small-group discussion. Journal of Early Adolescence. doi: 10.1177/02724316221149630 
  • Ansari, A., *Yang, Q., Purtell, K. M., Lin, T. -J., & Justice, L. M. (2023). Kindergarteners’ peer relationships and early school absenteeism. Journal of Applied Developmental Psychology, 86, doi: 10.1016/j.appdev.2023.101529
  • *Allen, E., *Black, A. L., Lin, T. -J., Purtell, K. M., & Justice, L. M. (2023). Extracurricular activity participation in kindergarten: Who participates, and why does it matter? Early Education and Development. doi: 10.1016/j.appdev.2022.101455  
  • Zhang, J., Lo, M. -J., & Lin, T. -J. (2022). Word and child characteristics in vocabulary learning of native English speakers and bilingual learners. Reading and Writing. doi: 10.1007/s11145-022-10293-3  
  • Sun, J. J., Anderson, R. C., Lin, T. -J., Morris, J. A., Miller, B., Ma, S., Nguyen-Jahiel, K., & Scott, T. (2022). Children’s engagement during collaborative learning and direct instruction. Contemporary Educational Psychology, 69. doi: 10.1016/j.cedpsych.2022.102061 
  • Glassman, M., Lin, T. -J., & *Ha, S. Y. (2022). Concepts, collaboration, and a company of actors: a Vygotskian model for concept development in the 21st century. Oxford Review of Education. doi: https://doi.org/10.1080/03054985.2022.2028611 
  • Lin, T. -J., *Kraatz, E., *Ha, S. Y., *Hsieh, M. -Y., Glassman, M., *Nagpal, M., *Sallade, R., & *Shin, S. (2022). Shaping classroom social experience through collaborative small-group discussions. British Journal of Educational Psychology. 92, 131-154. doi: 10.1080/10409289.2021.1946762 
  • Justice, L. M., Jiang, H., Sun, J., Lin, T. -J., Purtell, K., Ansari, A., & *Helsabeck, N. (2022). Classrooms are complex host environments: An Integrative theoretical measurement model of the Pre-K to Grade 3 classroom ecology. Early Education and Development. doi: 10.1080/10409289.2022.2079321 
  • *Chaparro-Moreno, L. J., Lin, T. -J., Justice, L. M., *Mills, A., & *Uanhoro, J. (2022). The influence of context on the abstraction level of children’s conversations in the preschool classroom. Early Education and Development, doi: 10.1080/10409289.2022.2067429 
  • *Chen, J., Lin, T. -J., Anderman, L., *Paul, N., & *Ha, S. Y. (2021). The role of friendship in shy students’ dialogue patterns during small group discussion. Contemporary Educational Psychology.  ISSN: 0361-476X 
  • *Paul, N., Lin, T. -J., *Ha, S. Y., *Chen, J., & Newell, G. (2021). The role of achievement goal orientations in the relationships between high school students’ anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing. Journal of Writing Research, 12(3), 657-684. doi: 10.17239/jowr-2021.12.03.05  
  • *Cash, T., & Lin, T.-J. (2021). Differential effects of self-contained and pull-out gifted programs on intellectually and academically gifted students’ psychological well-being. Gifted Child Quarterly. doi: 10.1177/00169862211032987
  • Lin, T. -J., *Kraatz, E., *Ha, S. Y., Glassman, M., *Hsieh, M. -Y., *Nagpal, M., *Sallade, R., & *Shin, S. (2021). Shaping classroom social experience through collaborative small-group discussions. British Journal of Educational Psychology. doi: 10.1080/10409289.2021.1946762 
  • *Hsieh, M. -Y., Lin, T. -J., *Sallade, R. *Ha, S. Y., *Kraatz, E., & *Shin, S. (2021). A collaborative small-group discussion approach to improving early adolescents’ use of academic, relational, social, and emotional vocabulary. International Journal of Educational Research. doi: 10.1016/j.ijer.2021.101744
  • *Myrtil, M., Lin, T. -J., Chen, J., Justice, L., Purtell, K., Logan, J., & Hamilton, A. (2021). Pros and (con)flict: Using head-mounted camera to examine teacher’s role in intervening conflict among preschool children. Early Childhood Research Quarterly, 55, 230-241. doi: 10.1016/j.ecresq.2020.11.011  
  • Justice, L., Jiang, H., Purtell, K. M., Lin, T.-J., & Ansari, A. (2021). Academics of the early primary grades: Investigating the alignment of instructional practices from pre-K to third grade. Early Education and Development. doi: 10.1080/10409289.2021.1946762  
  • *Kim, S., Lin, T. -J., Chen, J., Logan, J., Purtell, K., & Justice, L. (2020). Influence of teachers’ grouping strategies on children’s peer social experiences in early elementary classrooms. Frontiers in Psychology-Educational Psychology. doi: 10.3389/fpsyg.2020.587170 
  • *Kraatz, E. A., *Nagpal, M., Lin, T. -J., *Hsieh, M. -Y., *Ha, S. Y., & *Kim, S. (2020). Teacher scaffolding of social and intellectual collaboration in small groups: A comparative case study. Frontiers in Psychology-Educational Psychology. doi: 10.3389/fpsyg.2020.587058  
  • *Ha, S. Y., Lin, T. -J., *Li, W. -T., *Kraatz, E., *Chiu, Y. -J., *Hong, Y.-R., Tsai, C. -C., & Glassman, M. (2020). Peer exclusion: A social convention or moral decision? Cross-cultural insights into students’ social reasoning. Journal of Cognition and Culture, 20, 127-154. doi: 10.1163/15685373-12340078 
  • Lin, T. -J., *Nagpal, M., VanDerHeide, J. L., *Ha, S. Y., & Newell, G. E. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. Reading and Writing, 33, 2549–2575. doi: 10.1007/s11145-020-10056-y
  • Chen, J., Lin, T. -J., Justice, L., Logan, J., Purtell, K., & Jiang, H. (2020). Triple alignment: Congruence of perceived preschool social networks between teacher, students, and researchers. Frontiers in Psychology-Quantitative Psychology and Measurement, 11, 1341. doi: 10.3389/fpsyg.2020.01341  ISSN: 1664-1078
  • Lin, T. -J., *Ha, S. Y., *Li, W. -T., *Chiu, Y. -J., *Hong, Y. -R., & Tsai, C. -C. (2019). Effects of collaborative small-group discussions on early adolescents’ social reasoning. Reading & Writing. doi: 10.1007/s11145-019-09946-7
  • Lin, T. -J., *Chen, J., Justice, L. M., & Sawyer, B. (2019). Peer interactions in preschool inclusion classrooms: The roles of pragmatic language and self-regulation. Exceptional Children. doi: 10.1177/0014402919828364
  • *Kuznetcova, I., Glassman, M., & Lin, T. -J. (2019). Multi-user environments as a pathway to distributed social networks in the classrooms. Computer & Education, 130, 26-39. doi: 10.1016/j.compedu.2018.11.004 
  • *Chen, J., Justice, L. M., Rhoad-Drogalis, A., Lin, T. -J., & Sawyer, B. (2019). Social networks of children with developmental language disorder in inclusive preschool programs. Child Development. doi: 10.1111/cdev.13183
  • Morris, J. A., Miller, B. W., Anderson, R. C., Nguyen-jahiel, K., Lin, T. -J., Scott, T., Zhang, J., Sun, J., & Ma, S. (2018). Instructional discourse and argumentative writing. International Journal of Educational Research, 90, 234-247. doi: 10.1016/j.ijer.2018.03.001
  • *Chen, J., Lin, T. -J., Ku, Y. -M., Zhang, J., & O’Connell, A. (2018). Reader, word, and character attributes contributing to Chinese children’s concept of word in print: Cross-classified multilevel logistic models. Scientific Studies of Reading, 22, 209-224. doi: 10.1080/10888438.2017.1414220
  • *Baker, A. R., Lin, T. -J., *Chen, J., *Paul, N., Anderson, R. C., & Nguyen-Jahiel, K. (2017). Effects of teacher framing on student engagement during Collaborative Reasoning discussions. Contemporary Educational Psychology, 51, 253-266. doi: 10.1016/j.cedpsych.2017.08.007
  • *Chen, J., Lin, T. -J., Justice, L. M, Sawyer, B. (2017). The Social networks of children with and without disabilities in early childhood special education classrooms. Journal of Autism and Developmental Disorders.
  • Sun, J., Anderson, R. C., Perry, M., Lin, T. -J. (2017). Emergent leadership in children’s cooperative problem solving groups. Cognition and Instruction, 35, 212-235. doi: 10.1080/07370008.2017.1313615
  • Lin, T. -J., Justice, L. M., Emery, A. A., Mashburn, A., Pentimonti, J. (2017). Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers’ social interaction. Early Education and Development, 28, 457-474. doi: 10.1080/10409289.2016.1246287
  • 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. (2017). Children’s productive use of academic vocabulary. Discourse Processes, 54, 40-61. doi:10.1080/0163853X.2016.1166889
  • Ma, S., Anderson, R. C., Lin, T.-J., Zhang, J., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W.,  Jadallah, M., Scott, T., Sun, J., Grabow, K., Latawiec, B. M., Yi, S. (2017). Instructional influences on English language learners' storytelling. Learning and Instruction, 49, 64-80. doi: 10.1016/j.learninstruc.2016.12.004
  • Lin, T. -J., Justice, L. M., Paul, N., Mashburn, A. (2016). Peer interaction in rural preschool classrooms: 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
  • 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., Miller, B. W., Logis, H. A., Wu, X., 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., Kuo, L. -J., Miller, B. W., Dong, T., Wu, X. (2015). Less is more: Teacher’s influence on peer collaboration. Journal of Educational Psychology, 107, 609-629. doi: 10.1037/a0037758
  • Miller, B. W., Anderson, R. C., Morris, J. A., Lin, T. -J., Jadallah, M., Sun, J. (2014). The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth. Learning and Instruction, 33, 67-80. doi: 10.1016/j.learninstruc.2014.04.003
  • Justice, L. M., 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
  • 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 Cognition and Culture, 13, 497-516. 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 Development, 83, 1429-1443. doi: 10.1111/j.1467-8624.2012.01784.x

Graduate students marked with *.

 Book Chapters

  • Lin, T. -J., Chen, J., & Cheung, C. (invited, 2023). Peer influence on classroom learning and development. Handbook of Educational Psychology, 4th Edition. New York: Routledge.
  • Lin, T. -J., Ma, S., Sun, Anderson, R. C., Jadallah, M., Sun, J., J., Morris, J. A., & Miller, B. W. (2019). Promoting academic talk through Collaborative Reasoning. In R Gillies (Ed.), Promoting academic talk in schools: Global practices and perspectives. Abingdon, OX: Taylor and Francis.
  • Newell, G., Bloome, D., Hirvela, A., Lin, T. -J., Kim, M.-Y., Goff, B., Ryu, S., Weyand, L., Buescher, E., & Ha, S. Y. (2017). Teaching and learning literary argumentation in high school English Language Arts classrooms. In K. A. Hinchman, & D. A. Appleman (Eds.), Adolescent Literacies: A Handbook of Practice-Based Research (pp. 379-397). New York, NY: Guilford Press.
  • 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 academic 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 and difficulties in monolingual and bilingual Chinese children (pp. 3-22). Dordrecht, NL: Springer Science.