PROGRAMME & PRE-WORKSHOPS
Using SMARTPHONE Technology to Advance International Education Research
Course Co-Directors: Barbara Schneider (Michigan State University, USA) and Katariina Salmela-Aro (University of Helsinki, Finland)
Description: Did you know your smartphone can be a helpful resource for collecting information on teacher and student social, emotional, and cognitive states during different activities. This workshop will show how different countries are using smartphone technology in their international collaborative education research studies. Specifically, faculty will show participants how they have used smartphone technology to study student engagement, teacher burnout, and linking smartphone data with other data. Other topics will also include how pictures taken on smartphones can be used to show variation in person moods, stages of developing artifacts, and social networks. Led by Barbara Schneider, Professor at Michigan State University, US and Katariina Salmela-Aro, Professor at University of Helsinki, Finland will also include additional faculty from Chile, Beatrice Avalos Professor Universidad de Chile, Elizabeth Henning Professor University of Johannesburg, Soweto Campus, South Africa,and Jari Lavonen Professor University of Helsinki, Finland. Two graduate students will also assist participants in loading software and actually conducting their own analyses. Bring your phones and to get a head start. Go to google app PACO and download it---it is free!
Co-directors introduction: KATARIINA SALMELA-ARO Professor of Educational sciences and Psychology, University of Helsinki, Finland. Visiting Professor in the Institute of Education in University College London and School of Education in Michigan State University and School of Education, University of California Irvine. She was a post-doc in the Max-Planck Institute in Berlin. She is the President of the European Association for Developmental Psychology, and previous Secretary General (first female) International Society for the Study of Behavioral Development (ISSBD) and expert in OECD Education2030. She is director of several ongoing longitudinal studies among young people: FinEdu, PIRE, LEAD, Gaps. Her key themes are school engagement, burnout, optimal learning moments, life-span model of motivation and related interventions. She is the Founding member Pathways International Interdisciplinary Post-doctoral fellowship program, Member of Academy of Finland Strategic Funding Council. She is Consulting Editor Developmental Psychology (APA), and Associate Editor in the European Psychologist journal. She has published over 250 papers and chapters (google scholar h-index 57) and received several national/international, 10 large-scale grants from Academy of Finland and grant from the National Science Foundation research grant, and EU Coordinator Marie Curie post-doc grant. She is a member of the large-scale EU granted EuroCohort aiming to development of a Europe wide longitudinal survey of child and youth well-being.
BARBARA SCHNEIDER is the John A. Hannah Chair University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University. She has used a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital for the past thirty years. Her research focuses on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood. Barbara is the Principal Investigator on the College Ambition Program—a model that encourages low income and minority adolescents to pursue science, technology, mathematics, and engineering (STEM) majors in college and occupations in these fields. Recently, she was awarded the National Science Foundation’s first-ever Partnerships for International Research and Education (PIRE) award with The University of Helsinki also funded by the Academy of Finland. This project is designed to enhance adolescent engagement in secondary school science classrooms in Michigan and Helsinki secondary school science classes. Dr. Schneider’s focus is to enhance secondary science teachers’ skills in promoting engagement in classroom activities that yield what she calls ‘optimal learning moments.’ Rather than thinking about engagement as a “general trend,” optimal learning moments conceptualize engagement as “a behavioral activity that is temporal in quality. In an optimal learning moment, students are fully engaged in a learning task: they are interested in the task, possess a relevant skill set to engage in the task, and are aroused by an appropriate level of challenge. This definition builds on Csikszentmihalyi’s idea of ‘flow’ and Dweck’s concept of ‘growth mindset’: students lose track of time and experience satisfaction from wrestling with developmentally appropriate challenges. She hypothesizes that optimal learning moments can motivate students to seek similar experiences in the future and thus can lead to sustained interest in science and positive science outcomes. But carefully regulating learning experiences for this ideal mix of interest, skill, and challenge is not a skill in which many science educators are expert (although it is likely to become key to the successful roll out of the Next Generation of Science Standards). Barbara is collaborating with educators and researchers in Michigan and Finland to design real-time measures of this type of engagement using mobile devices (as compared to traditional, retrospective survey questionnaires asking students to report on more general engagement) and to learn how science educators can better foster optimal learning moments. A key component of this work is exploring the classroom messages and instructional tasks in classrooms that have discouraged women, underrepresented minorities, and individuals with special needs from pursuing careers in STEM fields. Professor Schneider has published 15 books and over 100 refereed journal articles that focus on the family, social context of schooling, and sociology of knowledge. She received her Ph.D. from Northwestern University. She is the past President of the American Educational Research Association, a fellow of the American Association for the Advancement of Science, and a fellow in the National Academy of Education. She recently was awarded a honorary degree from the University of Helsinki and elected into Finland’s Academy of Science and Letters.
Successful Academic Publishing: A Global Perspective
Course Director: Patricia Alexander (University of Maryland, USA)
Description: Internationally, the ability of early career faculty and graduate students to demonstrate productivity through their scholarly publications remains a hallmark of academic success. Nonetheless, scholarly writing and publication are challenges for many young faculty and graduate students who are still new to the process and, thus, in need of mentoring and support in this area. Professional associations like the World Educational Research Association can be of great help to these emerging scholars by providing them with the tools required to publish in quality academic outlets, such as journals, edited volumes, or conference proceedings. Specifically, this workshop delves into the foundations of successful publishing: formulating critical questions; conducting a study; organizing a manuscript; collaborating with others; and publishing research findings. There is also consideration of what constitutes “quality” in both quantitative and qualitative research. Along with these significant and broad concerns, there is also an extended look at one specific type of publication that carries particular importance in the research literature, the systematic review article. Thus, it is the purpose of this workshop to offer mentoring and support to emerging scholars who wish to learn more about academic writing and what is required to experience success in publication.
Director introduction: DR. PATRICIA ALEXANDER is the Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher in the Department of Human Development and Quantitative Methodology at the University of Maryland and affiliated faculty at the University of Auckland, New Zealand. She has been a visiting scholar in over 10 countries including Australia, Singapore, the Netherlands, Italy, Israel, and Norway. The author of over 200 publications, she currently serves as the senior editor of Contemporary Educational Psychology, was past editor of Instructional Science and Associate Editor of American Educational Research Journal-Teaching, Learning, and Human Development, and presently serves on over 10 national and international editorial boards including those for Learning and Instruction and the Journal of Educational Psychology.
Doing Education Research on Immigrant Families and their Children
Course Director: Ingrid Gogolin
Description: Many educational systems worldwide have the problem of coping with linguistic, social and cultural diversity in their student populations. Of course, the solutions to this problem are necessarily adapted to national, regional and local conditions. On the other hand, however, there are a number of similarities that should make it possible to profit from international experience. The mini-course aims to introduce experience on some of these common themes and problems, which will provide suggestions for the better management of diversity in schools worldwide. The course is based on inputs deriving from international research projects carried out in Europe, North-America and Australia, showing pathways to the successful coping with heterogeneous constellations of teaching and learning. Different from usual foci on the topic, the projects concentrate on the potential and productive resources deriving from linguistic and cultural diversity rather than on disadvantages and drawbacks. Issues include: theoretical approaches such as ‘monolingual habitus’, ‘super-diversity’; reflection on concepts such as ‘migrant’, ‘multilingual’; research results on benefits from diversity, e.g. in multilingual constellations of teaching and learning; introduction of methodological approaches to empirical research on linguistic or cultural diversity. Inputs will be supported by video-examples. Readings and/ or handouts feature theoretical texts as well research reports, examples from data collection, transcripts of videos. Small group discussions will take place, including analysis of data and presentation of results to the participants of the course. The course aims at broadening perspectives theoretical and methodological conceptualization of diversity and on positive experience with diversity in education. The course is designed in particular for early career scholars aiming to who aim to conduct research on improving educational opportunities in constellations of diversity.
Director introduction: INGRID GOGOLIN, Dr. phil., Dr. phil. h.c. mult. is Professor for international comparative and intercultural education research at the Universität Hamburg in Germany. Her research is focused on problems of migration and linguistic diversity in education. She was coordinator of the EU-funded project “European Educational Research Quality Indicators (EERQI)”. Recent research projects deal with the following topics: Linguistic diversity management in urban areas (Research Cluster of Excellence at the Universität Hamburg); Support of migrant children in schools; Multilingualism and Education (www.kombi.uni-hamburg.de); Multilingual development in a Longitudinal Perspective (MEZ; www.mez.uni-hamburg.de). She was awarded honorary doctor’s degrees by the University of Dortmund/ Germany in 2013 and the National Kapodistrian University of Athens/ Greece in 2017. Examples of publications: Book series ‘Hamburg Studies on Linguistic Diversity’ (2013ff, ed. with Peter Siemund, Amsterdam: John Benjamins; recent volume: Peukert, Hagen; Gogolin, Ingrid (Eds.) (2017): Dynamics of Linguistic Diversity. Amsterdam (John Benjamins) – Gogolin, Ingrid; Duarte, Joana (2016): Superdiversity, Multilingualism, and Awareness. In: Cenoz, Jasone; Gorter, Durk; May, Stephen (eds.): Language Awareness and Multilingualism. Zürich: Springer International Publishing. Online first: DOI: 10.1007/978-3-319-02325-0_24-1. – The Bilingualism Controversy (ed. with Ursula Neumann). Wiesbaden: Springer VS 2009. – Migration, gesellschaftliche Differenzierung und Bildung (ed. with Bernhard Nauck). Opladen: Leske + Budrich 2000. – Der monolinguale Habitus der multilingualen Schule. Münster, New York: Waxmann 2009. For more information see www.ingrid-gogolin.eu
Regular registrants: $95