Yang Hu

Associate Professor of Literacy Education


As a teacher educator, Dr. Hu brings a rich and diverse background of teaching and staff development to her current work in literacy education. She has worked with college students in China as well as in the U.S., with students and teachers from pre-K through 12th grade in urban and suburban settings; and in inclusion, self-contained, and bilingual classrooms.

Dr. Hu’s career revolves around building communities of students and teachers who are passionate about literature and writing. While pursuing her doctoral degree, she began to work with teachers and children in the New York City schools through the Columbia University Teachers College Writing Project, creating networks and communities of reflective practitioners, using literature-based curriculum to establish richly literate communities among teachers and students, and implementing writing and literature projects. After earning an Ed.D. in English Education from Columbia University Teachers College, Dr. Hu began teaching fulltime at the university level.

  • Ed.D in English Education. Columbia University Teachers College, 1995
  • Ed.M. in English Education with specialization in the teaching of writing. Columbia University Teachers College, 1989.
  • EDLIT 733 Theories & Process of Teaching Writing
  • EDLIT 731 Literacy Assessment
  • EDLIT 742 Literacy Practicum

Dr. Hu’s research interests include literacy education of Asian immigrant students, the ePortfolio as a learning and assessment tool, and video-mediated mentoring in literacy teacher education. Currently, she is working on a research study on mentoring cycles and literacy teacher efficacy.


Hu, Y. & Tuten, J. (2015). Zooming in and out: Scaffolding the use of video for inquiry and reflection. In E. Ortlieb, L. Shanahan, & M. McVee (Eds). Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. United Kingdom: Emerald Press.

Hu, Y. (2014). Four ways of looking at my learning: Encouraging and deepening reflective practice. MCNRC, Making Connections National Resource Center. http://hc.mcnrc.org/ref-practice-literacy/

Jensen, D. A. , Tuten, J. A., Hu. Y., & Eldridge, D. B. (2010). Teaching and learning in the (dis)comfort zone: A guide for new teachers and literacy coaches. 30% of book. New York: Palgrave Macmillan。

Hu, Y. (Fall 2004/Spring 2005). Getting beyond “The book is boring:” Improving the quality and outcome of conversations in peer-led books clubs. Reading Matters. (6): 15-20.

Hu, Y. (2004). The cultural significance of reading instruction in China. The Reading Teacher. 57(7):632-639.

Hu, Y. & Fell-Eisenkraft, S. (2003). Immigrant Chinese students’ use of silence in the language arts classroom: Perceptions, reflections and actions. Teaching and Learning: The Journal of Natural Inquiry. 17(2): 55-65.

  • Connect to Learning: Mini-Grant to Develop the ePortfolio Initiative at Hunter College School of Education. Funded by FIPSE Program of U.S. Department of Education. $2,500 awarded. 2013-2014
  • Connect to Learning: ePortfolio, Engagement, and Student Success Mini-Grant & Seminar Program. Funded by FIPSE Program of U.S. Department of Education. $7,500 awarded. 2010-2013