关于我们
姓名:朱蕾娜
朱蕾娜
职称:--
职务:数据中心副主任
电邮:lnzhu@ciefr.pku.edu.cn
邮政地址:

北京市海淀区颐和园路5号北京大学教育学院大楼404室

研究方向:

社会科学量化研究方法、测量学方法、教育经济

研究成果:
发表论文 Liu, Y., Anderson, J. R., Weldon, A. N., Zhu, L., Sajovec, P., Pollard-Duradola, S., et al. (2020). Examining the factor structure of the child behavior questionnaire-very short form-teacher form in a spanish-speaking mexican-american sample. Early Childhood Research Quarterly, 53, 403-412. Zhu, L. & Gonzalez, J. E. (2017). Modeling Floor Effects in standardized vocabulary test scores in a sample of low SES Hispanic preschool children under the multilevel structural equation modelling framework. Frontier in Psychology, 8, 2146-2146. Sharolyn D. Pollard-Durodola, Gonzalez, J. E., Saenz, L. M., Resendez, N., Kwok, O., Zhu, L & Davis, H. (2017). The effects of content-enriched shared book reading versus vocabulary-only discussions on the vocabulary outcomes of preschool dual language learners. Early Education and Development, 29(2), 245-265. Sharolyn D. Pollard-Durodola, Gonzalez, J. E., Saenz, L. M., Soares, D.A., Resendez, N., Kwok, O., Davis, H, & Zhu, L. (2016). The effects of content-related shared book reading on the language development of preschool dual language learners. Early Childhood Research Quarterly, 36, 106-121. Gonzalez, J. E., Acosta, S., Pollard-Durodola, S., Soares, D., Davis, H., Saenz, L., Resendez, N. & Zhu, L. (2016). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development, 28(1), 78-95. Davis, H. Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N. & Zhu, L. & Hagan-Burke, S. (2016). Home literacy beliefs and practices among low income Latino families. Early Child Development and Care. 186(7), 1152-1172. Hagan-Burke, S., Soares, D., Gonzalez, J., Zhu, L., Davis, H., Kwok, O., Pollard-Durodola, S., and Saenz, L., & Resendez, N. (2016). Associations between problem behaviors and early vocabulary skills among Hispanic dual-language learners in Pre-K. Topics in Early Childhood Special Education. 36(2), 91-102. Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N, Davis, H., & Zhu, L. (2015). Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner (ELL) Children. Early Education and Development, 27(4), 513-531. Wenhua Lu, Leina Zhu, E Lisako J McKyer, Sharon McWhinney, Corliss Outley, & Christine A. Tisone. (2014). Social ecological correlates of children’s active commuting to school in rural areas, Journal of Health Behavior and Public Health, 4(1), 9-18. 会议论文: Leina Zhu (2019). The choice of equating methods under the nonequivalent groups anchor test design (NEAT) and unbalanced group sizes: A monte carlo simulation study. Paper presented at the 45th annual meeting of International Association for Educational Assessment, The State Examination Center (SEC) of Azerbaijan. Leina Zhu, & Gonzalez, J. E. (2017). Validating the problem behaviour scale of the SSIS: Testing between-level Measurement Invariance. Paper presented at the annual meeting of American Educational Research Association, San Antonio, TX Leina Zhu, & Jorge E. Gonzalez. (2016). Modeling Floor Effects in standardized vocabulary test scores in a sample of low SES Hispanic preschool children under the multilevel structural equation modelling framework. Poster presented at the annual meeting of American Psychological Association, Denver, Colorado. Leina Zhu, & Kwok, O. (2015). Evaluation of level-specific goodness-of-fit indices in testing factorial invariance in multilevel data, Paper presented at the annual meeting of American Educational Research Association, Chicago, IL. Leina Zhu, & Kwok, O. (2014). The Effect of Using Sampling Weights on Testing Mediation Effect in Large-scale, Complex Survey Data. Paper presented at the annual meeting of American Educational Research Association, Philadelphia, PA. Leina Zhu. (2012). Detecting measurement bias: A comparison of ordinal logistic hierarchical linear modeling (OLHLM) and item response theory (IRT). Paper presented at the Southwest Educational Research Association 2012 conference, New Orleans, LA.
教育背景:
2015-2017年 休斯敦大学,心理、健康和学习科学系博士后 2010-2015年 德州农工大学,哲学博士,教育心理学,专业方向测量与统计 2008-2010年 德州农工大学,教育学硕士,教育心理学 1998-2002年 南开大学,本科
工作经历:
2020- 现在 北京大学中国教育财政科学研究所 2019-2020年 北京大学中国社会科学调查中心 2017-2019年 北京译泰教育科技有限公司 2015-2017年 美国休斯敦大学心理、健康和学习科学系博士后
录入:mzhang
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