Dr. Peter Wiens earned his Ph.D. in Curriculum and Instruction from the University of Virginia in 2013. He joined UNLV as a Post-Doctoral Fellow in the fall of 2016 and became an assistant professor of teacher education a year later. Dr. Wiens has more than a dozen years of experience as a teacher and school administer in the United States, Taiwan, and Niger. Dr. Wiens's research interests include teacher leadership with a focus on teachers' experiences with shared leadership as well as understanding the outcomes of teacher preparation programs both on an individual and policy level. For a full record of Dr. Wiens's scholarship scroll below.

Selected Publications

Full CV can be found here.

Please contact Dr. Wiens for pdf copies of articles at peter.wiens@unlv.edu.

Wiens, P. D. & Beck, J. S. (2022). But are they good teachers? Examining who takes up teacher leadership and how their instruction differs from their peers. School Leadership & Management. https://doi.org/10.1080/13632434.2022.2111413

Pan, H-L. W., Chen, C.H., & Wiens, P. D. (2022). Teacher professional development and practice of project-based learning in Taiwan: The moderating effect of self-efficacy. Asia Pacific Journal of Education. http://dx.doi.org/10.1080/02188791.2022.2114423

Wiens, P. D., Zizzi, C., & Heatwole, C. (2022). Instructional Grouping Theory: Optimizing classrooms and the placement of ranked students. Educational Practice and Theory, 44(1), 5-21. https://doi.org/10.7459/ept/44.1.02

Wiens, P. D., *Calkins, L., Yoder, P., & *Hightower, A. (2022). Examining the relationship between instructional practice and social studies teacher training: A TALIS study. Journal of Social Studies Research, 46(2), 123-133. https://doi.org/10.1016/j.jssr.2021.05.006

Wiens, P. Hightower, A., Yoder, P. & *Chou, A. (2021). Antecedents of faith self- efficacy in preK-12 Mennonite schools in North America. British Journal of Religious Education. https://doi.org/10.1080/01416200.2021.1951166

Wiens, P. D., LoCasale-Crouch, J., Cash, A., & *Romo F. (2021). Preservice teachers’ ability to detect and implement effective teaching interactions: Examining the relationship and predictors. Journal of Teacher Education, 72(2), 180-194. https://doi.org/10.1177/0022487120910692

Wiens, P. D., Beck, J. S., & Lunsmann, C. J. (2020). Assessing teacher pedagogical knowledge: The Video Assessment of Teacher Knowledge (VATK). Educational Studies. https://doi.org/10.1080/03055698.2020.1750350

Wiens, P.D., Andrei, E., Anassour, B., & Smith, A. (2018). Expanding Circle: The Case of Nigerien EFL Teachers’ English, Training and Career Satisfaction. TESL-EJ, 22(2), 1-26.

For pdf click here.

Wiens, P. D., Jang, B., Liu, K., Anassour, B., & Smith, A. (2018). EFL teachers’ preparation and beliefs in Niger. Journal of Global Education and Research, 2(1), 15-31. http://doi.org/10.5038/2375-9615.2.1.1002

Wiens, P.D. & Ruday, S. (2014). Personality and preservice teachers: Does it change? Does it matter? Issues in Teacher Education, 22(2), 7-27.

Wiens, P.D. (2014). Using a participant pool to gather data in a teacher education program: The course of one school’s efforts. Issues in Teacher Education, 23(1), 177-206.

Wiens, P.D., Hessberg, K., LoCasale-Crouch, J., & DeCoster, J. (2013). Using a standardized video-based assessment in a university teacher education program to examine preservice teachers’ knowledge related to effective teaching. Teaching and Teacher Education, 33, 24-33.

Wiens, P.D. (2012). The missing link: Research on teacher education. Action in Teacher Education, 34(3), 249-261.