HENG Tang Tang

Assistant Professor

Curriculum, Teaching and Learning (CTL)

Office Location

EdD (2015) Teachers College, Columbia University


Office Telephone Number

Research Interests
Curriculum Design/Implementation/Evaluation, Differentiated Instruction, Engaging Diverse Learners, Immigration and Education, International and Comparative Education, International Students, Internationalisation of Higher Education

  • Heng Tang Tang (邢丹丹) completed her Ed.D. in Curriculum and Teaching at Teachers College, Columbia University. With a B.A. in Geography (University College, London) and M.A. in International Educational Development (Teachers College), she is fascinated by how people learn in and navigate through different environments. A recurrent theme in her research is the importance of sociocultural contexts—in particular, how sociocultural contexts play a part in shaping the values, motivations, and behaviors of leaners, and how learners possess agency in adapting their behaviours and values to different contexts. For example, she has studied how Chinese low-income immigrant preschoolers and international Chinese undergraduates navigate schooling in the U.S. In recognition for her work, she has been awarded the Teachers College Provost Office Doctoral Fellowship and the Teachers College Dean’s Doctoral Research Fellowship. In addition, her research on Chinese undergraduate students was featured in Inside Higher Education and 羊城晚报 (yang cheng wan bao).

    Tang’s work has always revolved around education, be it in the non- or for-profit world. Locally, she taught Geography in secondary schools in Singapore, prior to joining the Singapore Ministry of Education. At the Ministry, she oversaw the national Geography curriculum for gifted students and provided professional development support to teachers. Overseas, she consulted for Plan China and the United Nations Development Program in the area of international educational development. Prior to pursuing her doctorate, Tang designed curricula for Edison Learning and Amplify Education in the United States. During her doctorate, she was involved in a large-scale curriculum evaluation project with the National Center for Restructuring Education, Schools, and Teaching.