Professional Documents
Culture Documents
March 03, 2015 (12:00-5:00 p.m.) | Purdue Memorial Union North Ballroom
Keynote By:
DR. TERRENCE WILEY
PresidentandChiefExecutiveOfficeroftheCenterforAppliedLinguisticsinWashington,D.C.,Special
Professor,DepartmentofTeachingandLearning,PolicyandLeadershipandGraduateSchoolattheUniversityof
Maryland,CollegePark,MD
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SCHEDULE OF EVENTS
12:00-12:20 PM
Set-Up
12:20-12:30 PM
Opening Remarks
12:30-2:00 PM
Poster Session I
2:00-2:30 PM
Break
2:30-4:00 PM
Poster Session II
4:00-4:45 PM
Keynote Speaker
4:45-5:00 PM
Keynote Speaker
DR.TERRENCEG.WILEY
Dr. Terrence G. Wiley is President of the Center for Applied Linguistics in Washington, DC, and he
serves as Special Professor, Department of Teaching and Learning, Policy and
Leadership and Graduate School, University of Maryland, College Park, MD. He is
also Professor Emeritus at Arizona State University, where he served as Executive
Dean of the Mary Lou Fulton Institute and Graduate School of Education and
Director of the Division of Educational Leadership & Policy Studies. He has also
served as a Visiting Professor in the School of Foreign Languages for Renmin
(Peoples) University of Chinas International Programs.
Dr. Wileys teaching and research have focused on educational and applied
linguistics, concentrating on educational language policies; language diversity and immigrant integration;
teaching English as a second and international language; bilingualism, literacy and biliteracy studies; and
bilingual, heritage and community language education. He received his Ph.D. from the University of
Southern California in Education with an emphasis in Linguistics, has two Masters degrees, in
Linguistics and Asian Studies, and a B.A. in History. He has won numerous awards for scholarship,
teaching, and service, including the American Association for Applied Linguistics (AAAL) Distinguished
Scholarship and Service Award.
Dr. Wileys scholarly articles and reviews have appeared in the Modern Language Journal, the
TESOL Quarterly, Language in Society, the International Journal of Sociology of Language, Critical
Inquiry in Language Studies, the International Journal of Bilingual Education and Bilingualism, the
Bilingual Research Journal, Educational Policy, and Teachers College Record.
Among his books are: Handbook of Heritage, Community, and Native American Languages:
Research, Policy, and Practice (co-editor, Routledge, 2014). (co-editor, 2009, Multilingual Matters),
Literacy and Language Diversity in the United States, 2nd Ed (author, 2005, Center for Applied
Linguistics), Ebonics in the Urban Education Debate, 2nd Ed (co-editor, 2005, Multilingual Matters). Dr.
Wiley has also published numerous chapters in volumes published by Cambridge and Oxford university
presses, Blackwell, Taylor and Francis, Routledge, Sage, John Wiley & Sons, Lawrence Erlbaum, John
Benjamins, Mouton, UNESCO, the University of Hawaii Press, and Multilingual Matters.
In addition to his work in China, Dr. Wiley and has done visiting professorships and lectured at
universities in Africa, East and South Asia, Europe and the UK, North, South, and Central America,
Australia, and New Zealand. He is also organizer of the international Language Policy Research Network
of AILA (Association Internationale de la Linguistique Applique).
For more information, please visit:
http://www.cal.org/who-we-are/staff-associates/staff-directory/terrence-wiley
MARQUETTA STRAIT-Treasurer
Raised in South Carolina, Marquetta received her Bachelors in
Elementary Education and is currently pursuing her Masters degree in
Learning Design and Technology. She also serves as a teaching
assistant in EDCI-270s Introduction to Educational Technology. Her
research interests includes using instructional technology to engage
English Language Learners and creating stimulating virtual field trips.
DONGYAO TAN-Secretary
Raised in China, Dongyao is a first year doctoral student and research
assistant in Educational Psychology, Department of Educational Studies.
Her research interest includes language learners willingness to
communicate in classrooms, creating a more communicative and
collaborative learning environment, classroom climate and students
perceptions of classroom dynamics and their relation with students
motivational beliefs and orientations.
Poster Session 1
David Blasing (35)
Tiered, qualitative iclicker questions series
in PHYSICS 272 recitation
We present our efforts at active engagement
using tiered, qualitative iclicker questions
series in PHYSICS 272 recitation. Our goal is
that PHYSICS 272 recitation teaches both
content knowledge and powerful problem
solving skills for all our students. Such a
surveying public
non-charter
school
districts in the state and interviewing school
personnel at three case study sites that
structure Algebra I opportunities in a
variety of ways. We are investigating factors
such as when students take Algebra I,
criteria to determine Algebra I placement,
who is assigned to teach the course, and
how those faculty members are selected for
those assignments. This study will add to
the current conversation about Algebra I
across the state.
commercial sector is dominated by
international
heavyweights
Samsung,
Panosonic, and Sanyo Electric. Our
technology will promote science and
engineering education through a safe, easy,
and self-contained classroom battery
demonstration kit. Educators will be able to
demonstrate lithium-ion battery fabrication,
and also show the chemical properties
driving the electrochemical reaction. The kit
includes all tools required to build lithiumion batteries and investigate their
performance.
Furthermore,
battery
materials are designed to be readily
disposed as general waste without negative
environmental impact.
thinking, open-ended, represented with
manipulative materials) and the teachers
role promoted the student's engagement.
The student had not shown herself to be
engaged in previous mathematics classes.
However, while she was working on the
multiple-ability task, her gestures, body
expressions, and conversations suggested
that she presented a high level of behavioral,
emotional, and cognitive engagement.
Hyejeong Oh (17)
Work Environment and Social Support as
Mediators of the Relation between Special
Education Teachers Job Stress and
Psychological Burnout: A Comparison of
Special Schools and Special Classes
Elementary-grade
special
education
teachers in Korea work in one of two
contextsin special schools or in special
classes within regular schools. It may be
that there are differences in teachers
environment and social support between the
two contexts, which have implications for
teacher psychological burnout. This study
examined
whether
perceived
work
environment and social support mediated
the relation between special education
teachers
job
stress
and
burnout.
Furthermore, it compared whether the
mediating effect differed by educational
context. South Korean elementary special
education teachers (161 from special schools
and 202 from regular schools; 363 in total)
completed a self-report survey containing
measures of job stress, psychological
burnout, work environment, and social
support. Hierarchical multiple regression
analyses indicated that work environment
and social support significantly mediated
the effect of job stress on burnout in both
contexts. However, the mediating effect was
not significantly different for teachers in
special or regular schools.
Poster Session 2
Sherri Farmer (22)
Using Pictures
Developing
Multiplication
to Support Student's
Understanding
of
Yu Gong (14)
Learning by TouchImproving Students
Understanding on Magnetism
with
Visuohaptic Simulations
Haptic technology affords learners with
kinesthetic movement and tactile sensation
that provide information about the
morphology of objects or force and motion
feedback. However, less empirical studies
have been done to identify visuohaptic
affordances in education. Magnetism and
magnetic interactions are foundational
concepts in science and engineering.
Magnetism has also been identified as one
of the most difficult concepts in science and
engineering for its abstract nature. Studies
have shown that students have robust
misunderstanding on magnetism after
formal instruction. To improve students
understanding,
we
investigated
the
effectiveness
of
using
visuohaptic
simulations. 76 students pre- and postrepresentational models were collected from
an introductory Electrical Engineering
&Technology course. A categorical analysis
was performed to investigate students
conceptual change. Research results suggest
significant improvements on student
representations about charge configuration,
electric fields and field lines, which suggest
the possible implementation of haptic
technology in science and engineering
classroom.
Qian Li (15)
Teacher expectations as a mediator in
understanding students goal orientation
and classroom goal structure
The purpose of the study was to examine the
relationship
between
students
goal
orientations, classroom goal structures, and
teacher expectations. A sample of 300 5th
and 6th-grade children in two elementary
schools in China participated in the study.
Self-report inventories were used to assess
students goal orientation as well as their
perceptions of teacher expectations and
classroom goal structure. Main results
included: (1) classroom goal structure
positively
predicted
students
goal
orientation; (2) students perceptions of
teacher expectations were positively
correlated with learning-oriented goal
structure, and negatively correlated with
performance-oriented goal structures; (3)
teacher
expectations
mediated
the
relationship between classroom goal
structure and students learning goal
orientation. The results suggested that
teachers should convey high expectations
for learning for all students, and
demonstrate a high regard for students
abilities. In that way, teachers could help
students to establish a more adaptive type of
goal orientation by constructing a learningoriented goal structure in their classrooms.
Yaheng Lu (18)
Academic Emotions and Self-regulated
Learning Strategies in Middle School
Mathematics Classrooms in China: An
Intervention Study
This study investigates the relationship
between academic emotions, self-regulated
learning (SRL) strategies, and middle school
students academic performance on math.
Participants in this study are students from
Tasks
in
College,
and
Career
College
and
career
readiness
has
traditionally been viewed from not only the
same line of scholarship but also from the
lens of a high school student nearing the
latter years of their educational attainment.
Nevertheless, the college and career
readiness research on middle school
students dates back 60 years and provides
affordances
for
design
exploration.
Although computational methods such as
finite element analysis have this potential,
they are hard to use requiring the users to
learn the tool before they can use it. To this
end, we have developed a problem-based
framework to allow for rapid design
exploration within engineering design
curricula using an easy-to-use, constrained
version of finite elements for stress analysis
and exploration. Using this framework, we
explore the decision making of users, and
their methodology in the course of design
activities. Our framework demonstrates the
ability of computational tools that are
transformed for learning purposes can
augment learning processes in new ways.
Qing Wang
Confucius Institute: Orientalism or
Multiculturalism?
Confucius Institute (CI) Project, aiming
at developing multiculturalism and
building a harmonious world, is a
language and culture related program
launched by the Chinese Ministry of
Education. The main work of CI is to
provide Chinese language and culture
teaching resources. As the economic
power and international status of China
develops, CI has been expanding fast
during the last ten years. An issue is that
the way of CIs expanding has incurred
critiques and CI Project has been seen as
incarnate of Orientalism or even the
culture intrusion. However, CI can act as
a counter-act force against Euramericacentered ideology from the post-colonial
perspective in todays world, and
produce more possibilities for thoughts
and voices of other cultures. CI should
be a multiculturalism and harmonious
world contributor, take more southsouth
collaborations
and
train
systematically its international teachers.
Jiaxi Wu (8)
Excellence Gaps and Native American
Youth: An Examination of the NAEP
Data 2000-2011
This quantitative study examines
whether Native American students
represent a smaller proportion of
students scoring at highest levels of
achievement in National Assessment of
Educational Progress (NAEP) reading,
mathematics, and science proficiency
compared to students from other ethnic
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