Educator, researcher, writer, & consultant with 14+ years of experience. Have attended top institutions in both the U.S. and the U.K. as an international / overseas student. Areas of expertise include Teaching English to Speakers of Other Languages (TESOL), writing assessment, and professional development in teaching of writing. Currently serving as faculty/ dissertation chair at two U.S. universities.
11年教育行业， 学术研究员，作家以及咨询师从业经验。以国际生身份毕业于美英顶尖院校。 我的专业方向包括对外英语以及写作职业教学。 目前我是美国两所大学的教职人员并且任职于学位答辩委员会。
Hello Everyone! My name is Hee Jin; I am excited and honored to have the chance to help you achieve your academic and professional dreams. I was born and raised in S. Korea, went to the U.S. for my secondary education at Milton Academy (Milton, Massachusetts), after which I went to the U.K. for my bachelor's degree in Linguistics & French at Oxford University. During the 3rd year of college, I taught at a high school in Le Havre, France; upon graduating from Oxford, I taught for another year in Seoul, South Korea, before returning to the U.S. for Master's in Education at Harvard University and Ph.D. in Education (Teaching & Learning and Applied Psychology) at New York University.
Over the past 20 years, I have had numerous experiences with writing competitive applications, assessing writing, and training teachers to become better teachers of writing across the curriculum. I have applied and gained admission to competitive private schools (such as Milton Academy, Philips Andover Academy) as well as colleges and universities (Oxford University, Harvard University, Stanford University, New York University, University of Chicago, Rice University). During my undergraduate and graduate years, I have regularly applied for and received grants to undertake research projects and to present my work at conferences. My doctoral and post-doctoral training also included writing grant proposals for awards from federal organizations (National Institute of Child Health and Human Deveopment, National Institute of Mental Health) as well as private foundations (Spencer Foundation, Jacobs Foundation, Francis Gould Foundation, William T. Grant Foundation).
I am passionate about education and believe that it is an individual's single most empowering possession. My experience as an international / overseas student in the U.S. and the U.K., along with my professional experience as an academic / researcher in U.S. institutions, place me in a unique position to serve as your advisor. I will be happy to share my experiences and help you achieve your educational and career goals.
大家好，我是Hee Jin; 非常高兴也非常荣幸帮助你实现你的学术和职业梦想。 我出生在韩国， 然后我去到美国米尔顿高中就读， 高中毕业后我就来到牛津大学攻读语言学和法语。大三的时候，我去到法国勒阿弗尔教学， 从牛津大学毕业后，我又在韩国首尔教了一年书。 然后，我又回到美国哈佛大学就读教育学硕士以及纽约大学攻读教育学博士。
过去20年， 我在申请文书写作， 职业写作培训方面积攒了非常丰富的经验。 同时我也被很多世界知名的私立高中以及大学院校录取，比如：米尔顿高中， 哈佛大学， 牛津大学， 斯坦福大学， 纽约大学， 芝加哥大学以及莱斯大学）。 同时，我也有申请研究经费进行学术研究以及学术研讨会演讲方面也有非常丰富的经验。 我的博士学业也包括进行一些联邦组织资助的研究， 包括国家儿童健康人文发展组织， 国家心理健康中心）以及一些私立机构（Spencer 基金会， Jacobs基金会，Francis Gould 基金会，William T. Grant基金会）
我对教育是非常痴迷的并且我认为这是每个人有用的宝藏. 我的国际生背景以及在美国教育机构的研究经验让我有足够能力为你提供服务。 我非常乐意和你分享我的个人经历并且帮助你实现你的学术职业目标。
|文书修改套餐||/||￥8598 起||￥8598 起|
New York University
PH.D Education (Teaching & Learning and Applied Psychology)
Master Education (Human Development & Psychology)
University of Oxford
Bachelor Linguistics & French
Senior High Humanities / Social Sciences
Grand Canyon University
Advise doctoral students through the process of developing their prospectus, writing their proposals, conducting the research, and completing their dissertations
Contributing Faculty, Methodologist
Advise doctoral students on research methods (qualitative, quantitative, and mixed methods) as they work on drafting their prospectus, research proposals, and dissertations
Senior Research Manager, Curriculum Developer, & Reviewer
Planed, coordinated, implemented, and managed studies on the usability and efficacy of English Language Arts, Math, and Science digital curriculum products
Reviewed digital prototypes, student- and teacher-facing materials for coherence, accuracy, and alignment with grade-level Common Core State Standards
Wrote components of program guides for the company’s English Language Arts products, reviewed lesson guides and materials tailored for English Language Development
Senior Research Associate
National Writing Project
Designed and conducted qualitative and quantitative research aimed at evaluating teacher professional development programs focused on helping teachers become better writers and better teachers of writing across the curriculum
Provided technical assistance and consultation to program leaders and researchers at NWP’s local sites to improve their professional development services for teachers
Program Associate & Postdoctoral Fellow
William T. Grant Foundation
Reviewed Letters Of Inquiry (LOIs) and full grant proposals for the Foundation’s primary research initiatives: social settings, measures of classroom quality and household dynamics, use of research evidence in educational policy
Wrote responses to LOIs, materials for Board of Trustees and program-related documents, literature reviews, synthesis of surveys of researchers, practitioners and policymakers to inform grant-making
获奖 & 荣誉
Outstanding Dissertation Award
New York University
Kappa Delta Pi Award for Excellence in Leadership and Service
Kappa Delta Pi, International Honor Society in Education
Mitchell Leaska Dissertation Research Award
New York University
Elected President of NYU Kappa Delta Pi Chapter
Kappa Delta Pi, International Honor Society in Education
Russell G. Davis Fellowship
Kathleen Chesney Prize in Modern Languages
University of Oxford
Diploma with Distinction: Summa Cum Laude
Ecological contexts and youth civic and political engagement in Paris, France.
Allen, L. & Bang, H.J.Journal of Applied Developmental Psychology
With high rates of migration worldwide in the past decade, industrialized nations have witnessed substantial growth in the diversity of their populations and challenges to the civic and political status quo. This paper focuses on France, among the top countries sought by immigrants. Survey data were collected from 632 students from four ethnically diverse high schools in the Paris region, of whom 362 were between ages 14 and 17. We examine patterns of anticipated involvement in three indices of political and civic engagement, with the goal of identifying the characteristics that significantly contribute to explaining each. Results showed that most demographic characteristics are relatively weak in explaining the outcomes. Knowledge and attitudes developed in school, along with the effects of contact with family, peers, and more distal contexts, are important antecedents of political and civic engagement, although the magnitude of the effects differs for males and females.
Reliability of National Writing Project's Analytic Writing Continuum Assessment System
Bang, H.J.Journal of Writing Assessment
This article presents an investigation of the reliability of a rubric-based writing assessment system, the National Writing Project's (NWP) Analytic Writing Continuum (AWC), which applies both holistic and analytic scoring. Data from double-scored student writing samples collected over several national scoring events (2005 to 2011) were used. First examined was the extent to which scorers trained to apply the AWC tended to agree with each other on the quality of various attributes of student writing (inter-rater agreement rates). Next considerations were how consistently groups of scorers applied the standards of AWC over multiple scoring events (cross-time reliability), and how consistently the attributes of the AWC collectively represented the construct of writing (internal consistency reliability). Finally, generalizability analyses were conducted to determine the degree to which the observed score variances were attributable to two sources of measurement error -- scorers and scoring environment (grade group). Reliability examined from consensus, consistency, and measurement approaches indicate that the AWC assessment system generates highly reliable scoring of both holistic and analytic components of writing. The AWC assessment system includes expert scorers, training procedures, and materials as essential components and serves purposes beyond assessment of writing. It provides a common framework for structuring professional development and coordinating research and evaluation programs, encouraging the growth of professional learning communities and improved understanding of the links between professional development, classroom practice, and student writing performance.
Promising homework practices: What teachers say about making homework work for newcomer immigrant students.
Bang, H.J.The High School Journal
This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework completion, and any adjustments they may make in designing or assessing homework for their immigrant students. The responses of these teachers provide insight into challenges that newcomer students encounter in their efforts to complete assignments outside of class, as well as ways in which homework may be adapted to support student learning. Implications for schools and teachers serving diverse students are discussed.
Immigrant students’ homework: Ecological perspective on facilitators and impediments to task completion.
Bang, H.J., Suárez-Orozco, C., O’Connor, E.American Journal of Education
A significant body of research has addressed factors associated with homework completion among mainstream English-speaking students, yet there is little such research focusing on immigrant adolescents. This study uses data from the Longitudinal Immigrant Student Adaptation Study to examine individual and ecological context characteristics associated with homework completion among newcomer immigrant students from Central America, the Dominican Republic, Haiti, Mexico, and China. Regression analyses showed that strong academic skills, classroom engagement, and school violence were significant predictors of homework completion. Additionally, several indirect effects were found. Students’ classroom engagement mediated the effects of parental employment and family composition on their homework completion. Classroom engagement and academic skills also mediated the effect of gender on homework completion. Implications for practice and policy are discussed.
Newcomer immigrant students’ perspectives on what affect their homework experiences.
Bang, H.J.Journal of Educational Research
The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls.
Academic Trajectories of Newcomer Immigrant Youth.
Suárez-Orozco, C., Gaytán, F., Bang, H.J., Pakes, J., O’Connor, E., & Rhodes, J.Developmental Psychology
Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological–developmental and stage–environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings.
The importance of homework in determining immigrant students’ grades in the USA school context.
Bang, H.J., Suárez-Orozco, C., Pakes, J. & O’Connor, E.Educational Research Journal
As many immigrant students are in the process of acquiring English language proficiency, evaluating and assigning grades to immigrant youth can pose particular challenges. Grades assigned for oral or written products may underestimate English language learners’ knowledge, content skills or achievement. Conversely, relying excessively on effort or class behavior rather than actual academic performance may inflate immigrant students’ grades. This study examined the final year (2002) data of the five-year Longitudinal Immigrant Student Adaptation (LISA) study. At the start of the original study, the participants were recently arrived immigrant youth (ages 9–14) who were recruited from seven public school districts in the USA in Massachusetts and California. Using data collected through structured student interviews and behavior checklists completed by teachers, we conducted hierarchical regression analyses to identify the factors that contributed significantly to immigrant students’ grades and to their course understanding. In this exploratory study, grades assigned to immigrant students were largely determined by whether they do their homework and their English language proficiency. Teacher evaluations of immigrant students’ level of course understanding were largely determined by students’ class behaviors, English language proficiency and homework completion.
Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study.
Bang, H.J. & Zhao, G.C.The Reading Matrix: An International Online Journal
Research in second language acquisition and reading in particular indicate that certain literacy skills transfer across languages. This study examines the reading strategies used by advanced Korean and Chinese ESL learners. Particular attention is devoted to how word recognition and processing skills developed in learners’ native languages (L1) may influence the type of strategies used in determining meanings of unfamiliar words when reading in English (L2). Given that Korean is an alphabetic language and Chinese is an ideographic language, we hypothesize that Korean ESL learners would generally use phonological processing strategies, while Chinese ESL learners would generally use visual-orthographic processing strategies. Six graduate-level students, three from each language background, were asked to read two different texts. Through oral recall, structured interviews, and questionnaire of reading strategies, we examine the kinds of strategies used and the level of comprehension achieved by the participants. Findings confirm the hypothesis that Korean ESL learners tend to rely on phonological, while Chinese ESL learners tend to rely on visual orthographic strategies when reading English texts. The learners’ English language proficiency, however, may be a more important factor contributing to the level of L2 reading comprehension achieved rather than the strategies used.
钟* Dec 18, 2018
Thank you so so much!
Isabella Dec 7, 2018
卫生学 申请文书 语言润色
Thank you Hee, you are very professional. I appreciate your help very much.
Veko Dec 5, 2018
创业学 申请文书 VIP文书辅导
Anna Nov 30, 2018
传媒与新闻学 申请文书 VIP文书辅导
Thank you Hee jin！You are very professional and efficient, also successfully delivered all I tried to say in my PS.
邱*凡👊 Nov 27, 2018
能源工程 申请文书 深度修改
Alex Nov 25, 2018
统计科学 申请文书 深度修改
She helped me a lot and gave me many useful advices for my PS. She is very professional. Thank you very much!
Liang Nov 25, 2018
市场营销学 申请文书 语言润色
My SOP seems much more fluent after her revision, not only in language uses but also in the logical transitions. Also, her revision made me look like a more confident and professional applicant, which might be very important for students who desire to be admitted by a decent, research-oriented graduate program in North America.