“华东师大是全球教育研究发展的动力源” ——教育学部在加拿大多伦多举办学术交流会

本站原创   |   2019-04-11  |   浏览次数: 1,280 views

当地时间4月6日晚上,教育学部在加拿大多伦多举办学术交流会,美国堪萨斯大学教育学院院长Rick Ginsberg教授、美国批判教育社会学国际知名学者Michael W. Apple教授、美国威斯康星大学Thomas S. Popkewitz教授等近200名各国学者出席了交流会。本次交流会由华东师范大学全球讲席教授赵勇主持。

在本次交流会上,美国堪萨斯大学教育学院Ginsberg院长作为特邀嘉宾首先致辞,他说 “华东师大是全球教育研究发展的动力源(ECNU is a global powerhouse in educational research)”,对我校教育研究的发展给予了极高的评价。

华东师范大学全球讲席教授赵勇主持交流会

美国堪萨斯大学教育学院院长Rick Ginsberg教授致辞

教育学部主任袁振国教授在致辞中向国际同行展示了华东师大教育学部的发展现状、战略思路与举措,特别是人才培养、科学研究、国际交流与合作以及人才引进计划等,人事处任艳老师也介绍华东师大人才引进机制,引起了与会者的强烈反响。交流中,美国批判教育社会学国际知名学者Michael W. Apple教授激情满怀地说“华东师范大学是我的第二故乡”;美国威斯康星大学Thomas S. Popkewitz教授脱口而出“优秀的毕业生是华东师范大学给我的最好礼物”。

教育学部主任袁振国教授致辞

 

美国批判教育社会学国际知名学者Michael W. Apple教授出席交流会

美国威斯康星大学Thomas S. Popkewitz教授出席交流会

交流会现场气氛热烈

 

《ECNU Review of Education》交流现场

 

 

此次交流会借助美国教育研究协会(American Education Research Association, AERA)2019年会的平台开展。AERA2019年会的主题是Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence。华东师大教育学部共有23篇论文被大会接收,为近年来被接收论文之最、参会人数之最。在5天的会议期间,教育学部师生通过小组会、圆桌会以及张贴论文等多种形式做了近二十场学术报告,交流和分享了研究成果及学术观点,传播了中国学者的声音,扩大了华东师大教育学科的国际影响力。

 

 

教育学部教师积极与各国学者展开交流

 

参会老师研究成果展示现场(部分)

教育学部出席AERA2019年会的师生合影

 

附:教育学部AERA2019年会录用论文

 

作者 主题
Ting Liu Early Childhood

Cognitive Competence of Very Young Children

Huang, Chiao Ling; Yang, Shu Ching Coping Strategy of Students to Deal With Online Academic Resources: Plagiarize or Not Plagiarize
Jing Lv Evaluating the Efficacy of Meta-Analytic Structural Equation Modeling Approaches with Missing Correlations
Rui Shi, Guo Wang,Xiang Feng Integration of Automated Essay Scoring With Creative Writing for ESL Teaching in China Primary School
Zhengmei Peng,

Gang Zhu

Profiling EFL Preservice Teachers’ Metaphorical Professional Identity
Gang Zhu,Zhengmei Peng,

Diana Wandix-White,

Lynne Walters,Li Deng

A Systematic Literature Review on International Teaching Practicums: Current Status and Future Directions
Xianlong Xu A Paradox of High Access but Low Use of Information and Communication Technologies for Chinese Teachers
Tao Wang,Audrey Osler,

Yunhuo Cui

Cultivating Citizenship in Global Education: Opportunities and Challenges of a Competence-Based Curriculum for China
Diyue Liu, Yi Jiang Perceived Social Relationships in Predicting Adolescents’ Academic Motivation and Outcomes: Father Absence as a Moderator
Bian Wu Exploring the Epistemic Development Trajectories in Jigsaw-Based Collaborative Problem Solving
Tao Wang Education and Social Integration of Muslim Migrant Children in China
Yong Jiang Create a New Pathway to Collaborative Reflection: The Problems and Improvement on Chinese Preschool-Based Teaching Research
Gang Zhu,

Christopher Thompson,

Maria Suarez,Zhengmei Peng

A Meta-Analysis on the Effect of Flipped Instruction on K–12 Students’ Academic Achievement
Yuhua Bu Reflecting On Practice: Backbone Teachers’ Personal Practical Knowledge of

Their School Reform Experiences

Gang Zhu,

Zhengmei Peng,Deng Li,

Guofang Li,Matthew Etchells

Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums
Jie Zheng State Formation and Higher Education: Government Policy Shifts and Internationalization of Higher Education in China
Xinzi Dai, Xingning Pei Research on Instructional Strategies for Science Learning

Trigger High-level Responses from Students: Reflective Prompts in STEM Cooperative Learning

Gang Zhu,Zhengmei Peng,

Li Deng

Framing EFL Preservice Teachers’ Reflections Amid the Teaching Practicum Through Metaphors
Dan Zhang The Actual Logic and Dilemma in Policy Implementation for Migrant Children Education: Case Study of Shanghai Primary Schools
Jing Zhang Predicting scholastic Performance: When Interests take over from Openness
Fangwen Wu, Yi Jiang Perceived Relationships at School in Predicting Adolescents’ Motivation and Educational Outcomes Across Different Age Groups
Julie A. Luft; Jaime Marie Diamond; Dorothy Y. White; Chunlei Zhang; Robert Idsardi Prepared for the Future? What a Literature Review Reveals About K-12 STEM Professional Development Programs
Gang Zhu,

Mary Rice

Examining the Evolution of ESL Preservice Teachers’ Metaphorical Epistemology During Clinical Experiences

 

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