Staff profile
| Affiliation | Telephone |
|---|---|
| Research Student in the School of Education |
Biography
Fujia Yang is a doctoral student at the School of Education, Durham University. She is supervised by Professor Beng Huat See and Professor Stephen Gorard.
Her recent research focuses on evaluating the effects of reading technological intervention for Chinese students. The topic is the evaluation of the impact of Accelerated Reader (AR) on Chinese school students’ reading achievement and reading behaviour.
Prior to her PhD, Fujia spent over 5 years working in the education area (specifically about educational technology, literacy and K-12 education) in Melbourne, Australia and Beijing, China. In her last job, Fujia worked as a team leader to develop an online reading curriculum and create the content of children’s illustration books (both paper version and online version). Previous to that, she graduated from Monash University in 2017 with double degrees in master of Teaching (Early Years and Primary Education), and she also acquired a graduate certificate of educational research with distinction from Monash University. She completed her bachelor's degree at Victoria University.
Esteem Indicators
Student Employability Fund: Careers & Enterprise Centre, Durham University (Academic year 2024)
Research Assistant Experience
Teaching Assistant Experience
Guest Lecturer: 23/24, autumn, EDUC59215: Experiments in Education (Professor Nadia Siddiqui)
Conferences
Yang, F. (June 2023). Effectiveness of Accelerated Reader for school students’ reading achievements and wider outcomes. Paper presented as a part of a symposium at China in Social Sciences: Emerging Research from the North of England Conference in Sheffield, UK.
Yang, F. (August 2023). Investigate the effect and the main influencing factors of the Accelerated Reader programme on Chinese primary school students’ reading achievement. Paper presented at the ChinaCALL Conference (19th) in Hohhot, China.
Yang, F. (September 2023). Impact of Accelerated Reader on students’ reading skills and reading behaviour: A review of international evidence. Poster presented at the British Educational Research Association Conference in Birmingham, UK.
Yang, F. (October 2023). Impact of Accelerated Reader on students’ reading skills and reading behaviour: A review of international evidence. Paper presented as a part of a symposium at China in the 10th International Conference on English Language Teaching (ELT) in Chengdu, China.
Yang, F. (October 2023). Effectiveness of Accelerated Reader for school students’ reading achievements and wider outcomes. Paper presented as a part of a symposium at China in the 3rd Beijing Normal University, Durham University and Monash University Joint Conference in Beijing, China.
Yang, F. (October 2023). Effectiveness of Accelerated Reader on school students’ reading achievements and wider outcomes: A systematic review. Paper presented at the 2023 Int’l Conference on Sociology of Education (ICSE 2023) in Xian, China.
Publication
Yang, F. (2023). Explore the Relationship between Accelerated Reader Program and Secondary Learners Reading Ability. In Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I (543-553). https://doi.org/10.54254/2753-7048/2/2022378
Qualifications
Master of Teaching (Early Years and Primary Education) at Monash University
Graduate certificate of educational research at Monash University
Certified Provisional Interpreter of National Accreditation Authority for Translators and Interpreters (NAATI)
Cambridge English Teaching Qualifications
Early Childhood Teaching Qualifications (Australia)
Primary school teaching qualifications (China)
Montessori teaching qualifications
First Prize of Scientific Research of China Academy of Management Science
Research interests
- Educational Evaluation
- Educational Technology
- Graded Reader
- Systematic Review