UB Exceptional Scholar Award for Young Investigators; The Young Investigator Award is presented to untenured faculty members who finished their terminal degree within the past eight years. The honor acknowledges awardees’ superior scholarly achievement and their position as an up-and-coming member of their field.; University at Buffalo; 2018-07-19;
OECD Thomas J. Alexander Fellow; The OECD TJA Fellowship is named after a former director of the OECD's Education, Employment, Labor and Social Affairs department who launched the first Program for International Student Assessment (PISA) in 2000. This fellowship program aims to support quantitative research to provide evidence-based analysis relating to improvements in educational quality and equity.; Organisation for Economic Co-operation and Development (OECD); 2014-04-15;
AERA Dissertation Grant; American Educational Research Association (AERA); 2011-12-22;
Effects of state policy on high school science, technology, engineering, and mathematics (STEM) opportunities and outcomes for low-income underrepresented minorities.; Federal; National Science Foundation; Awarded; (08/01/2017-08/01/2021)
Chi, S., Liu, X., Wang, Z., & Han, S. (2018). Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education, 40(11), 1284-1304.
Han, S. (2018). Who expects to become a teacher? The role of educational accountability policies in international perspective. Teaching and Teacher Education, 75, 141-152.
Han, S. (2018). School-based teacher hiring and achievement inequality: A comparative perspective. International Journal of Educational Development, 61, 82-91
Han, S., Borgonovi, F., and Guerriero, S. (2018). What motivates high school students to want to be teachers? The role of salary, working conditions, and societal evaluations about occupations in a comparative perspective. American Educational Research Journal. 55 (1), 3-39
Camburn, E., & Han, S. (2017). Teachers’ professional learning experiences and their engagement in reflective practice: A replication study. School Effectiveness and School Improvement, 28(4), 527-554
Camburn, E., Han, S., & Sebastian, J. (2017). Assessing the Validity of an Annual Survey for Measuring the Enacted Literacy Curriculum. Educational Policy, 31(1), 73-107
Han, S. (2017). What motivates high-school students to pursue STEM careers? The influence of public attitudes towards science in comparative perspective. Journal of Education and Work. 30 (6), 632-652
Han, S. (2016). National education systems and gender gaps in STEM occupational expectations. International Journal of Educational Development, 49, 175-187.
Han, S. (2016). Standards-based external examinations and students’ science-related career expectations: An international perspective. Educational Research and Evaluation, 22(7-8), 374–401.
Son, J., Han., S., & Kang, C. (2016). A comparative analysis of the relationship among quality instruction, teachers’ self-efficacy, and student mathematics achievement between Korea and the US: Evidence from TIMSS 2011 data. Eurasia: Journal of Mathematics, Science & Technology Education, 12(7), 1755-1779
Camburn, E., & Han, S. (2015). An Exploration of Association Between Teachers’ Professional Learning Experiences and Their Learning Outcomes. Journal of Educational Change, 16(4), 511-533
Han, S. (2015). Curriculum Standardization, Stratification, and Students’ STEM Occupational Expectations: Evidence from PISA 2006. International Journal of Educational Research, 72, 103-115
Camburn, E.M., & Han, S. (2011). Two decades of generalizable evidence on US instruction from national surveys. Teachers College Record, 113 (3), 561-610
Goldrick-Rab, S., & Han, S. (2011). Accounting for socioeconomic differences in delaying the transition to college. The Review of Higher Education, 34 (3), 423-445.
Han, S. (2017). From achievement to non-test outcomes in PISA: National trends in STEM career expectations. In A. Wiseman, & C. S. Taylor (Eds). The OECD’s impact on education worldwide (International Perspectives on Education and Society, Volume 31) (pp. 17-60). Bingley, UK: Emerald Group Publishing.
Han, S., Son, J., & Kang, C. (2017). What do TIMSS studies show about math achievement inequality? A sociological perspective. In J. Son, J. Lo, & T. Watanabe (Eds). What matters: Research trends in international comparative studies in mathematics education (pp. 289-314) . New York: Springer.
Han., S., Son, J., & Kang, C. (2017). Examining the association between teacher feedback and mathematics instruction in Japan, Korea, Singapore, and the United States. In J. Son, J. Lo, & T. Watanabe (Eds). What matters: Research trends in international comparative studies in mathematics education (pp. 355-383). New York: Springer.
Camburn, E. M., & Han, S. (2009). Investigating connections between distributed leadership and instructional change. In Harris, A. (Ed). Distributed leadership: Different perspectives (pp. 25-45). Dordrecht: Springer.
Han, S., & Borgonovi, F. (2015). Who wants to become a teacher? PISA in Focus, December 2015 edition, No. 58. OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jrp3qdk2fzp-en
Han, S., Borgonovi, F., & Guerriero, S. (2018, May). Why don’t more boys want to become teachers: The effect of a gendered profession on students’ career expectations. Paper presented at the Research Committee (RC) 28 on Social Stratification and Mobility, International Sociological Association, Seoul, Korea.;
Han, S., & Borgonovi, F. (2017, April). Trends in High school students’ expectations for the teaching profession: The role of teacher pay in a comparative perspective. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, Texas.;
Han, S., & Borgonovi, F. (2017, March). More boys left behind: The importance of school contexts in an international perspective. Paper presented at the annual meeting of the Comparative and International Education Society, Atlanta, Georgia.;
Han, S. (2017, November). Who wants to have a career in teaching? Trends between PISA 2006 and PISA 2015. OECD PISA Governing Board Members Meeting. OECD Headquarters, Paris, France, November 8, 2017;
Han, S. (2016, June). Gender disparities in teaching career expectations. Presented at the Organisation for Economic Co-operation and Development (OECD) Symposium. From Inclusion and Equity in Education to Social and Economic Prosperity, OECD Headquarters, Paris, France, June 16-17, 2016.;
Han, S. (2015, November). Gender and teaching career expectations of high school students. Presented at the PISA International Conference, Scandic Holmenkollen Park, Oslo, Norway, November 9-10, 2015.;
Han, S. (2015, January). “Who Expects to Become a Teacher? A Comparative Perspective.” Presented at the Organisation of Economic Co-operation and Development (OECD) Education Forum, Paris, France, January 13, 2015.;
Han, S. “Teachers’ Working Conditions, Competitive Salaries, and Students’ Career Plans for the Teaching Profession: Evidence from PISA 2006” Presented at the American Educational Research Association (AERA) Fall Research Conference, Washington DC: September 29 – October 1, 2014.;
Editorial and Review:
I routinely review manuscripts for a wide variety of top tier journals. 06/01/2017-05/07/2018