Research Discipline/Bio
Xinyu Pan is a Ph.D. Candidate in Cognitive Science in Education. She is trained in both quantitative and qualitative research methods. Inspired by her previous experience as a high school teacher and Program Director at NYC Department of Education, her primary research interests are teacher beliefs’ influence on instructional behaviors and the longitudinal effect of school-based skills interventions. Outside of her Ph.D. studies, she is a Research Associate at Bank Street College of Education and an Instructional Coach for NYC Public Schools.
Notable projects:
- evaluated the longitudinal effects of a randomized control-trial early childhood skills intervention as part of two multi-year grants funded by the Institute for Educational Sciences and the National Institute of Child Health and Human Development
- designed curriculum that promotes storytelling as a means for mathematics learning and engagement as part of a three-year project funded by the National Science Foundation
Educational Background
M.Phil, Cognitive Science in Education, Teachers College, Columbia University, 2023
M.S.Ed, Adolescent Special Education, Hunter College - The City University of New York, 2014
B.A., Art History and International Studies, Boston College, 2012
Honors/Awards
Department Minority Scholar, Teachers College, Columbia University, 2020 - 2022
Psi Chi, Teachers College, Columbia University 2020
Kappa Delta Pi, Hunter College 2014
Phi Beta Kappa, Boston College 2012
Order of Cross and Crown, Boston College 2012
Golden Key, Boston College, 2012
Publications/Exhibitions
Pan, X. S., Li, C., Watts, T. W., (2022). Associations between preschool cognitive and behavioral skills and college enrollment: Evidence from the Chicago School Readiness Project. Developmental Psychology, doi.org/10.1037/dev0001431. Advance online publication.
Watts, T. W., Li, C., Pan, X. S., Gandhi, J., McCoy, D. C., Raver, C. C., (2022). Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence. Revise and Resubmit at Developmental Psychology
Watts, T. W., Das, S., Li, C., Pan, X. S., Gandhi, J., McCoy, D. C., Li-Grining, C., Roy, A. L., Jones, S. M., & Raver, C. C. (2022). Chicago School Readiness Project: Adolescent Follow-Up, United States, 2004-2019. Inter-university Consortium for Political and Social Research [distributor], [Submitted for distribution].
Pan, X. S., Losurdo, C., (2023). Student Facing Lesson Plans: the answer to "what are we doing?". Presentation at the Annual Conference of International Society for Technology in Education, Denver, CO.
Pan, X. S., Botvin, C., (2022). Reconceptualizing the Factor Structure of School Readiness: a Bifactor Model. Poster presentation at the Annual Meeting of Consortium of Early Childhood Intervention Impact, Laguna Beach, CA.
Pan, X. S., Watts, T. W., (2022)., Association Between Preschool Cognitive and Behavior Skills and College Enrollment. Poster presentation at the Annual Conference of American Educational Research Association, Virtual.
Pan, X. S., Watts, T. W., (2021). Association Between Early Cognitive and Behavior Skills and College Enrollment. Poster presentation at the Annual Conference of Society for Research on Educational Effectiveness, Virtual.
Pan, X., (2018). Building School Capacity to Prepare Students for a SkillFULL Life. Presentation at Personalized Learning Summit 2018: Shaping the Future Together, San Francisco, CA.
Last Updated: Nov 4, 2024