Dr. Heng Tang Tang is an Assistant Professor at the Nanyang Technological University—National Institute of Education. By studying what happens when people and ideas circulate across borders, she highlights issues related to diversity and education through a comparative and international education lens. For instance, she has investigated how international Chinese undergraduates navigated tensions arising from sociocultural differences in U.S. colleges. Further, she has examined Singapore teachers’ understanding and adaptation of differentiated instruction, and educational idea borrowed from the U.S. Through her research, she highlights the role sociocultural contexts play in shaping the values, motivations, and behaviors of learners/teachers, and how learners/teachers adapt their behaviors and values to different contexts.
Dr. Heng was conferred the Comparative and International Education Society’s Study Abroad and International Students SIG Early Career Award in 2019. Her research has been published in international refereed journals like Journal of Studies in International Education, Studies in Higher Education, Higher Education Research and Development, and Journal of Educational Change. Her work has also been featured in news media like Inside Higher Education, 星岛日报 (Sing Tao Daily) and 羊城晚报 (yang cheng wan bao).
Dr.Heng’s web profile: https://www.nie.edu.sg/profile/heng-tang-tang
Heng, T. T., Song, L. (In press). A proposed framework for understanding educational change and transfer: insights from Singapore teachers’ perceptions of differentiated instruction. Journal of Educational Change.
Heng, T. T. (2020). Examining the role of theory in qualitative research: A literature review of studies on Chinese international students in higher education. Journal of International Students, 10(4)
Heng, T. T. (2020). “Chinese students themselves are changing”: Why we need alternative perspectives of Chinese international students. Journal of International Students, 10(2).
Heng, T. T. (2019). Understanding the heterogeneity of international students’ experiences: A case study of Chinese international students in U.S. universities. Journal of Studies in International Education, 23(5), 607-623.
Heng, T. T. (2018). Exploring the complex and non-linear evolution of Chinese international students’ experiences in USA colleges. Higher Education Research & Development, 37(6), 1141-1155.
Heng, T. T. (2018). Chinese international students’ advice to incoming Chinese first year students: Involving students in conversations with them, not about them. Journal of College Student Development, 59(2), 231-237.
Heng, T. T. (2018). Different is not deficient: Contradicting stereotypes of Chinese international students in U.S. higher education. Studies in Higher Education, 43(1), 22-36.
Heng, T. T. (2018). Coping strategies of international Chinese undergraduates in response to academic challenges in U.S. Colleges. Teachers College Record, 120(2).
Heng, T. T. (2017). Voices of Chinese international students in U.S. colleges: “I want to tell them that…”. Studies in Higher Education, 42(5), 833-850.
Heng, T. T. (2014). The nature of interactions between Chinese immigrant families and preschool staff: How culture, class, and methodology matter. Journal of Early Childhood Research, 12(2), 111-128.
Heng, T. T. (2011). Sociocultural misalignments faced by preschool Chinese emergent bilinguals: A case study. Early Childhood Education Journal, 39(1), 61-69.