Fuhui Tong

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Professor, Department Head

Texas A&M University

United States

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About

Fuhui Tong is a Professor and Department Head at Texas A&M University, USA. His research areas include problem-based learning in foreign language education, virtual professional development for educators, and the application of literacy strategies in science classrooms. He has conducted extensive studies on effective pedagogical practices and the influences of leadership preparation programs in bilingual settings.

Recent Grants

Grant: Close

Collaborative Research: R&D: A Longitudinal Trial Study of Middle School Science for English Language Learners (Project MSSELL)

Open Date: 2008-09-01

Close Date: 2013-08-31

Articles (13)

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2025

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2024

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2022

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2022

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2022

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2022

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2021

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2021

Collaborators (8)

Hamada Elfarargy

Assistant Professor of Educational Leadership

South Dakota State University

UNITED STATES

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Shifang Tang

UNITED STATES

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Allison Esparza

Graduate Assistant Teaching

Texas A&M University

UNITED STATES

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Kara Sutton Jones

Texas A&M University

UNITED STATES

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Myeongsun Yoon

Associate Professor

Texas A&M University

UNITED STATES

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Zhuoying Wang

University of Texas at Austin

UNITED STATES

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Linda Rodriguez

Texas A&M University

UNITED STATES

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Rafael Lara-Alecio

Professor

Texas A&M University

UNITED STATES

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Fuhui Tong

Research Interests

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About

Recent Grants

Articles (13)

Exploring the effects of problem-based learning on English as a foreign language students: a mixed-methods approach in Chinese higher education

An exploratory study on the effect of virtual professional development and virtual mentoring and coaching on teachers seeking bilingual certification

Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching

Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

Teachers of English learners: perceived motivators to becoming principals of high-needs schools

Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities

Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

The Influence of University Principal Preparation Program Policies on the Program Internship

An Analysis of Virtual Professional Development for School Leaders During COVID-19

Exploring the relationship between Chinese college students’ English learning strategies and their self-efficacy beliefs: A path analysis approach

A cross-cultural adaptation and validation of a second-language (L2) motivation instrument in south korea

The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

Collaborators (8)

Hamada Elfarargy

Shifang Tang

Allison Esparza

Kara Sutton Jones

Myeongsun Yoon

Zhuoying Wang

Linda Rodriguez

Rafael Lara-Alecio

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