Journal Publications
Park, S., Mao, X., & Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156, 104922. https://doi.org/10.1016/j.tate.2024.104922 Lee, S. W., & Choi, S. (2024). Teachers’ effects on student achievement in the United States from a cumulative perspective. Educational Research and Evaluation, 29(7-8), 566-588. https://doi.org/10.1080/13803611.2024.2398428 Choi, S. (2024). Is intergroup contact alone enough to cultivate inclusive attitudes toward immigrants? Global citizenship education as a complementary tool. International Journal of Educational Development, 104 https://doi.org/10.1016/j.ijedudev.2023.102941 Choi, S. (2023). Distributed leadership promotes teacher self-efficacy in multicultural classrooms through school capacity building: A multilevel SEM approach using U.S. teaching and learning international survey. Educational Administration Quarterly, 59(4), 811-844. https://doi.org/10.1177/0013161X231189196 Dorime Williams, M. L., & Choi, S. (2023). Class, sex, and the role of involvement on Black collegians degree attainment. Journal of Diversity in Higher Education, 16(2), 194-204. https://doi.org/10.1037/dhe0000325 Dorimé-Williams, M. L., Williams, M. S., Carr, A., Choi, S., Fritz, N. Y., Joseph, T., ... & Udoh, E. (2023). Assessing a summer bridge program: Centering student voice and student learning. Journal of Student Affairs Research and Practice, 60(3), 370-384. https://doi.org/10.1080/19496591.2022.2032114 Choi, S., & Cha, Y. K. (2021). Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries. International Journal of Inclusive Education, 25(7), 812-826. https://doi.org/10.1080/13603116.2019.1574315 Choi, S., & Lee, M. (2021). Diversity as an opportunity or a challenge? A cross-national study of ethnic diversity and students’ generalized trust. International Journal of Educational Development, 80 https://doi.org/10.1016/j.ijedudev.2020.102301 Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105 https://doi.org/10.1016/j.ijer.2020.101711 Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), https://doi.org/10.1177/2332858420973574
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Conference Papers
Choi, S. & Verma, I. (2024, November). Promoting culturally responsive teaching in multicultural classrooms: Cross-national evidence. The University Council for Educational Administration, Los Angeles, CA.. Park, S. Mao, X., & Choi, S. (2024, November). Collaboration for Improving Teaching: A Moderated Mediation Model Linking Teacher Collaboration to the Clarity of Instruction. The University Council for Educational Administration, Los Angeles, CA. Park, S., Choi, S., & Lee, S.W. (2024, April). The Role of Higher-Order Thinking Skills Instructions in Enhancing Student Achievement and Attitudes Toward Mathematics [Paper presentation]. 2024 Annual Meeting of the American Educational Research Association, Philadelphia, PA, USA. https://www.aera.net/AERA24
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