- Ph.D. Curriculum and Instruction, University of North Carolina at Greensboro
- M.A. Applied Linguistics, Shanghai Normal University
- B.A. English Education, Shanghai Normal University
Dr. He serves as the coordinator of the Teaching English to Speakers of Other Languages (TESOL) teacher education program and advises both undergraduate and graduate students. In addition, she serves on doctoral dissertation committees and teaches a doctoral-level research methods course on mixed methods research. She is actively involved in international exchange programs and works closely with international students and faculty. Her research focuses on the promotion of strengths-based, community-engaged culturally responsive practices in education.
Scholarly & Professional Keywords:
Teacher development, Appreciative education, International education, Cultural and linguistic diversity
He, Y., Cooper, J. E., & Tangredi, C. (2015). Why do I stay? A case study of a secondary English teacher in an urban high school. Teacher Education Quarterly, 42(1), 49-67.
He, Y., & Prater, K. (2014). Writing together, learning together: ESL teacher development through community service learning. Teachers and Teaching: theory and practice. 20(1), 32-44. doi:10.1080/13540602.2013.848512.
He, Y., Vetter, A., & Fairbanks, C. (2014). Reframing literacy practices for culturally and linguistically diverse students in US schools. English Education, 46(4), 327-344.
He, Y. (2014). Universal design for learning in an online teacher education course: Enhancing learners’ confidence to teach online. Journal of Online Learning and Teaching, 10(2), 283-298.
Levin, B. B., He, Y., & Allen, M. (2013). Teacher beliefs in action: A cross-sectional, longitudinal follow up study of teachers’ personal practical theories. The Teacher Educator, 48(3), 201-217.
Cooper, J. E., & He, Y. (2013). Beyond joys of teaching: Stories from four novice secondary teachers. The New Educator, 9(2), 98-118.
He, Y. (2013). Developing teachers’ cultural competence: Application of appreciative inquiry in ESL teacher education. Teacher Development, 17(1), 55-71.