Postdoctoral Fellow • Harvard Graduate School of Education Research Fellow • Strategic Education Research Partnership
Kim, H. Y., Hsin, L. B., and Snow, C. E. (2018). Reducing Academic Inequalities for English-Language Learners: Variation in Experimental Effects of Word Generation in High-Poverty Schools. International Journal of Bilingual Education and Bilingualism.http://dx.doi.org/10.1080/13670050.2018.1535574
Hsin, L., and Legendre, G. (2018). Strong Integration in bilingual grammar, formalized: Making the case from crosslinguistic influence in wh-questions. Linguistic Approaches to Bilingualism.http://doi.org/10.1075/lab.17040.hsi
Kim, H. Y., LaRusso, M. D., Hsin, L. B., Harbaugh, A. G., Selman, R. L., and Snow, C. E. (2018). Social Perspective-Taking Performance: Construct, Measurement, and Relations with Academic Performance and Engagement. Journal of Applied Developmental Psychology, 57, 24–41. http://doi.org10.1016/j.appdev.2018.05.005
Hsin, L., and Snow, C. (2017). From theory of mind to social perspective-taking: A benefit of bilingualism in academic writing. Reading and Writing: An Interdisciplinary Journal, 30(6), 1193–1214. http://doi.org/10.1007/s11145-016-9718-9
Mu, N., and Hsin, L. (2018). For iPads or Against Bullies? (Pre-)Adolescents’ Proposed Solutions to a Complex School Policy Dilemma. Annual meeting of the American Educational Research Association (AERA 2018), New York City, NY. April 17–21.
Hsin, L., Selman, R., Uccelli, P., Donovan, S., and Snow, C. (2017). Varying Indices of Argumentative Writing Quality and Vocabulary Learning in Word Generation. In symposium, “Conditions for Success: Variation in Treatment Effects for a School-Based Randomized Controlled Trial of Word Generation.” Society for Research on Educational Effectiveness (SREE spring 2017), Expanding the Toolkit: Maximizing Relevance, Effectiveness and Rigor in Education Research. Washington, DC. March 1–4.