Dr. Wangqiong Ye, Assistant Professor
Contact
Email: wqye@cityu.edu.mo
Academic Qualification
Doctor of Philosophy, Center for Educational Measurement (CEMO), University of Oslo, Norway
Research Interest
Educational Measurement
International Large-scale assessment
Research & Publication
Koršňáková, P., Qadri, T.A., Ye, W. (2026). The European sustainability competence framework (GreenComp) in light of TIMSS 2023 data. In: Hastedt, D., Koršňáková, P. & Ranđelović, B.M. (Eds.) Educating Pupils for Environmental Sustainability in Europe (IEA Research for Education,18, pp. 53-86). Springer, Cham. https://doi.org/10.1007/978-3-032-14725-7_3
Nilsen, T., Ye, W. & Teig, N. (2025). Utvikling av ulikheter i utdanningen over tid. I H. Kaarstein & A. C. Lehre (Red.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen (Kap. 2, s. 21–46). Cappelen Damm Akademisk. https://doi.org/10.23865/cdf.274.ch2
Nilsen, T., Alia, A., & Ye, W. (2025). Teacher qualifications, professional development, teaching quality, and student reading achievements. A comparative perspective for the Dinaric region. Dinaric Perspectives on PIRLS 2021, 73. https://doi.org/10.1007/978-3-031-88002-5_4
Teig, N., Veletic, J., & Ye, W. (2024). Navigating resilient schools: Examining principals’ characteristics and leadership practices in eleven countries. Background paper prepared for the 2024/5 Global Education Monitoring Report: leadership in education. https://doi.org/10.54676/JZEG2765
Ye, W. (2024). Academic resilience in international education studies: Validity challenges and methodological considerations [Dissertation, University of Oslo]. https://urn.nb.no/URN:NBN:no-nb_pliktmonografi_000043675
Journal Articles
Teig, N., Ye, W., Caro, D., & April, D. (2026). Academic resilience of disadvantaged students in 58 countries: The role of early home learning activities and instructional clarity. Studies in Educational Evaluation, 89, 101604. https://doi.org/10.1016/j.stueduc.2026.101604
Ye, W., & Ye, W. (2026). Do school quotas improve rural access to elite high schools? Evidence from a county-level city in China. International Journal of Educational Development, 123, 103571. https://doi.org/10.1016/j.ijedudev.2026.103571
Ye, W., Aleman, J., Nilsen, T. & Havnerås, T. (2025). Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students. International Journal of Educational Research, 134, 102804. https://doi.org/10.1016/j.ijer.2025.102804
Nilsen, T., Senden, B., Ye, W., Jentsch, A., Teig, N., & König, J. (2025). Mathematics teaching quality in classrooms of different compositions in Norway. ZDM–Mathematics Education, 1-15. https://doi.org/10.1007/s11858-025-01722-y
Ye, W., Ye, Y., & Wu, M. (2024). More time or more money? A longitudinal examination of parental involvement in shaping academic success of China’s left-behind children from 2010 to 2020. Children and Youth Services Review, 166, 107983. https://doi.org/10.1016/j.childyouth.2024.107983
Ye, W., Teig, N. & Blömeke, S. (2024) Systematic Review of Factors Related to Academic Resilience in Children and Adolescents: Unpacking the Interplay of Data, Operationalization, and Research Method. Frontiers in Psychology (15), https://doi.org/10.3389/fpsyg.2024.1405786
Ye, W., Scherer, R., & Blömeke, S. (2024). Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement. Large-scale Assessments in Education, 12(1), 19. https://doi.org/10.1186/s40536-024-00207-w
Ye, W., Olsen, R. V., & Blömeke, S. (2024). More Money Does not Necessarily Help: Relations of Education Expenditure, School Characteristics, and Academic Resilience Across 36 Education Systems, Frontiers in Education (9), https://doi.org/10.3389/feduc.2024.1368642
Ye, W., Ding, Y., Han, X., & Ye, W. (2022). Comparing two types of pre-service teachers’ motivation and perceptions of teacher morality in China, Educational Studies. https://doi.org/10.1080/03055698.2022.2037406
Ye, W., Strietholt, R., & Blömeke, S. (2021). Academic resilience: underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability, 33(1), 169-202. https://doi.org/10.1007/s11092-020-09351-7
Ye, W., Zhu, L., & Ye, W. (2021). Motivation and morality to manage a class: perceptions of homeroom teachers in China’s Tianjin city. Educational Studies, 1-19. https://doi.org/10.1080/03055698.2021.1873736
Ye, W., Wang, Z., Zhang, X., Ding, Y., & Ye, W. (2021). Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience. Journal of Education for Teaching, 47(4), 576-589. https://doi.org/10.1080/02607476.2021.1898911
Research Projects
2026-2027 Research & Policy Grant, funded by European Commission (DG EAC) and IEA (International Association for the Evaluation of Educational Achievement)
2023-2024 Background Research for Global Education Monitor Report 2024/5, GEM, funded by UNESCO
2022-2023 Innovation Seed Grant, funded by UiO (University of Oslo)
2018-2021 Marie Skłodowska-Curie Early-Stage Researcher (MSCA-ITN/ETN), Outcomes and Causal Inference in International Comparative Assessments (OCCAM), EU Horizon 2020, Grant Agreement No. 765400