1.Ran, H. Cai, J. F., & Hwang, S., Han, J., & Ma, Y (2024, July). Effects of problem-posing interventions on students’ and teachers’ cognitive and affective outcomes: A comprehensive meta-analysis. Submitted for Journal for Research in Mathematics Education (Second round of review, SSCI, Impact Factor: 2.27)；
2.Ran, H., Cai, J, F., M, Faith., & Hwang, S. (2024, September). An analysis of unexpected responses in middle-school students’ mathematical problem posing: From the perspective of problem-posing process. Submitted for Educational Studies in Mathematics (Second round of review, SSCI, Impact Factor: 3.4)；
3.Ran, H. & Secada, W. G. (2024, Feburary). Intellectual quality of learning environment and student engagement differences in mathematics classrooms between highly-effective and typical urban elementary schools. Submitted for Urban Education (First round of review, SSCI, Impact Factor: 1.7)；
4.Ran, H., Kasli, M., & Secada, W. G. (2021). A meta-analysis on computer technology intervention effects on mathematics achievement for low-performing students in K-12 classrooms. Journal of Educational Computing Research, 59(1), 119-153. (SSCI, Impact Factor: 4.34)；
5.Ran, H., Shen, J., Smith, B. E., & Wang, C. Z. (2023). Storytelling for science learning: examining adolescents’ science integration in multimodal sci-fi narratives. Disciplinary and Interdisciplinary Science Education Research, 5(1), 1-14；
6.Cai, J. F., Ran, H.*, Hwang, S., Ma, Y., Han, J., & Muirhead, F. (2023). Impact of prompts on students’ mathematical problem posing. Journal of Mathematical Behavior, 72,101087；
7.Kolovou, M., Ran, H., & Secada, W. (2022). CGI teachers’ patterns of interacting with male and female students during their first and second years of practice. International Journal of Science and Mathematics Education, 21, 1451-1472. (SSCI, Impact Factor: 2.07)；
8.冉华, 程亮. 学校现代化的“生态”维度：标准与指标. 中国教育学刊 (CSSCI 来源期刊), 2020 (11): 26-31；
