Current Location Of: Home >> Faculty Profile >> Inquiry by Institute
    PEI Miao Associate Professor
    Institute of Teacher Education
    Education Experience
    Doctor of Philosophy, University of Hong Kong
    Master of Arts, Shaanxi Normal University, Xi’an, P.R. China
    Bachelor of Arts, Shaanxi Normal University, Xi’an, P.R. China

    Research Interests
    Teacher Cognition and Teacher Development
    Second Language Pedagogy
    Bilingual Education (Immersion Education)

    Teaching Areas
    Qualitative Research Methods;
    Teacher Professional Development from the Cognitive Perspectives;
    Learning Sciences and Second Language Learning – How the Brain Learning English;
    Teacher Cognition and Teacher Development;
    Research Ethics;

    Research Projects
    1. Educational Science of “The Eleventh Five-year Plan” in Beijing 2009 Project, “Research on Teacher Cognition Development in the Context of Educational Reform”;
    2. Indiana University and Beijing Normal University Cooperation Project, “English as a Second Language (ESL) Teacher Educator/Teacher Exchange & Research Program”;
    3. Instructional Constructing and Reforming Project, “Research on Web2.0-based Independent Learning of College Student and Monitoring and Feedback of the Teacher”;
    4. Basic Education Reform Major Project in Beijing, “Experimental Research in Improving English Quality and Training Teacher Qualification in Primary Schools in Beijing Rural Areas”;
    5. Beijing Board of Education Project, “Experimental Research in Improving English Reading Literacy in Primary Schools”;
    6. National Basic Education Funded Project on Foreign Language Instruction Research, “China – Canada – United States English Immersion Instruction and Curriculum Research”;
    7. National Education Science “The Tenth Five-year Plan” Major Project from Ministry of Education, “English Immersion Integrated Curriculum and Instruction Research”.

    Journal Papers:
    1. Pei, M. (in press). Research evidence from cognitive science on second language learning, Global Education.
    2. Pei, M. (in press). Conception evolvement of teacher education transform. Teacher Education Research.
    3. Pei, M., & Heining-Boynton, A. (2012). Initiation/response/follow-up, and response to intervention: Combining two models to improve teacher and student performance. Foreign Language Annuals, 44(1):65-79.
    4. Pei, M. (2011). Conceptual transformation of teacher cognition in foreign countries, Comparative Education Review, 33(8): 55-59.
    5. Deng, M., & Pei, M. (2009). Instructions for students with special educational needs in Chinese mainstream classrooms: Modifications and barriers. Asia Pacific Education, 10(3), 317-325.
    6. Pei, M. (2009a). The role of the course of research ethics in cultivating the research ethics consciousness among postraduates in China. Academic Degrees and Graduate Education, 201(8): 28-31.
    7. Pei, M. (2009b). Teacher cognition research in the field of second language teaching in foreign countries. Educational Research and Experiment, 128(3): 34-38.
    8. Pei, M. (2009c). Teachers' discourse strategies to promopt student participation: A qualitative study. Education Science, 25(1):42-47.
    9. Wang, W. J., & Pei, M. (2009). Systemic design and implementaion of educational intervention: A case of Pandeng English learning program. China Educational Technology, 264(1):16-19.
    10. Pei, M. (2008a). Knowledge formation and its development for the kindergarten teacher in the context of bilingual education. Educational Research and Experiment, 123(4): 53-56.
    11. Pei, M. (2008b). Teaching capability and professional disposition of teachers in Chinese kindergartens. Studies in Preschool Education, 168(12): 31-32.
    12. Wang, W. J., & Pei, M. (2008). An effective model for teacher development: A case of Pandeng English learning program. China Educational Technology, 263(12): 75-79.
    13. Knell, E., Siegle, L., & Pei, M. (2007). Early English immersion and literacy in Xi'an, China. Modern Language Journal, 91(4), 395-417.
    14. Pei, M. (2006a). A social and cultural appraoch to framework of teacher-student interaction in classroom. Educational Research and Experiment, 113(6): 31-35.
    15. Pei, M. (2006b). Teacher and student interaction in English classes: From a sociocultural perspective. Foreign Language Teaching in Schools, 29(8): 9-12.
    16. Zhao, L., & Pei, M. (2006). A new pattern of classroom for Chinese children's second language learning. Journal of Shaanxi Normal University, 4, 117-122.
    17. Zhang, X. Z., & Pei, M. (2005). Problems in the curriculum and classroom teaching in China-Canada-United States English immersion program in China. Journal of Basic English Edcuation, 5, 9-11.

    Books Chapters:
    18. Siegle, L., Knell, E., & Pei, M. (2009). Teaching English to Chinese-speaking children. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contextx, changing education. Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
    19. Pei, M. (2005). How teacher scaffold student participation in the classroom. In K. R. Katyal, H. Lam, C. & X. J. Ding (Eds.), Research studies in education (Vol. 3, pp. 245-259). Hong Kong: The University of Hong Kong.
    20. Pei, M. (2003). The Chinese English immersion project. In M. T. Sun, H. Fu & H. Y.F. (Eds.), Research studies in education (Vol. 1, pp. 266-272). Hong Kong: The University of Hong Kong.