[预告]BNU – KU Academic Seminars on Education 北京师范大学——美国堪萨斯大学教育前沿思想学术研讨会
1. 时间 Date
June 22nd - 23rd, 2017
2. 地点 Venue
Conference Room 1, JingshiXuetang
3. 特邀嘉宾 peakers
Rick Ginsberg教授, 美国堪萨斯大学教育学院院长
Neal Kingston教授, 美国堪萨斯大学教育心理学院测量中心主任
Michael Wehmeyer教授, 美国堪萨斯大学特殊教育学院主席
Open Seminar I on Education Policy, Assessment & Reforms
1） 美国学前教育、基础教育及教师教育培训的热点话题，ProfessorRick Ginsberg
3） 美国教师专业发展培训及合作的趋势分析，ProfessorKelli Thomas
5） 使用学习地图及贝叶斯网络分析提升教育，ProfessorNeal Kingston
Open Seminar II on Special Education& Higher Education
1） 全球学校的特殊教育及个性化学习，ProfessorMichael Wehmeyer
3） 美国高等教育概述与当下问题，Professor Lisa Wolf-Wendel
Organizer: The Advanced Innovation Center for Future Education, Beijing Normal University
U.S. Issues in Pre-K through 12 Education and
Teacher Education Preparation
With the election of a new president, the United States will be emphasizing several policy initiatives impacting both Pre-K –secondary schools and teacher preparation programs. The initial indication is that there will be a greater focus on privatization efforts, vouchers and charter schools, with continued expectations around accountability and documenting outcome performance. For teacher preparation programs, there likely will be greater flexibility as to who can deliver such programs, with an emphasis on proving impact through outcome measures with the emergence of a new accreditor, CAEP. Looming issues of teacher shortages, the impact of technology and diversity will be paramount for all levels of schooling.
II. Speaker’s Bio
Rick Ginsberg, Ph.D., has served as Dean of the School of Education at the University of Kansas since August, 2005. He is the former Chair of the Kansas Professional Standards Board, Past Chair of the Board of Directors of the American Association of Colleges of Teacher Education (AACTE), current member of the Board of Directors for the Council for the Accreditation of Educator Preparation (CAEP). He served on the Standards Commission for CAEP and chairs their By-Laws committee, and is currently a member of the Board of Directors of the Kansas Council for Legal Education. Prior to coming to Kansas he was Director of the School of Education at Colorado State University for ten years. His research focuses on individual/organizational success and educational politics/reform. He is the co-author or editor of four books and about 90 refereed articles and book chapters. His most recent research focused on accountability in teacher preparation and how professions measure outcomes of preparation, and is currently examining issues of certainty and uncertainty in the use of analytics. His 1997 book, Exceeding Expectations: Successful Adults With Learning Disabilities, was the 1997 American Library Association recommended learning disability book of the year. His work has been funded by over nearly $5 million of federal and state grants. He received his Ph.D. from the University of Chicago in Administrative, Institutional and Policy Studies in Education.
The Landscape of Higher Education in the United States:
Overview and Current Issues
This talk will provide a comprehensive overview of the characteristics of the system of American higher education. Topics will include a discussion of the academic labor market, declines in state funding, increasing tuition, concerns about access, and the press for efficiency and accountability.
II. Speaker’s Bio
Lisa Wolf-Wendel, PhD is a Professor of Higher Education in the Department of Educational Leadership and Policy Studies. She is also the Associate Dean for Research and Graduate Studies in the School of Education. Dr. Wolf-Wendel joined the faculty of the University of Kansas (KU) in 1995.
Dr. Wolf-Wendel earned her undergraduate degree in Psychology and Communications from Stanford University in 1987. She earned her doctorate in Higher Education from The Claremont Graduate University in 1995.
Dr. Wolf-Wendel is the author of numerous books and refereed journal articles on topics related to equity issues in higher education. Her research focuses on faculty issues including studies of the academic labor market, the needs of international faculty and faculty from historically underrepresented groups, and several recent research projects pertaining to the policy response of academic institutions in the wake of demands for dual career couple accommodations and work/family balance. She is an editor of the ASHE Higher Education Monograph Series, and serves on the Editorial Board of many publications in higher education including Research in Higher Education, The Journal of College Student Development, and the Journal of Student Affairs Research and Practice.
Trends in U.S. Teacher Professional Development and Collaboration
Teachers in the United States are faced with issues of accountability, closing achievement gaps among sub-groups, and overall demonstrating student learning outcomes. Developing the knowledge and skills to use evaluation and assessment data for making instructional decisions is important for teachers. Extensive resources are being invested by individual teachers, school districts, local and state governments, federal agencies, foundations, businesses, and industry to enhance the knowledge, understanding, and skills of teachers. Teachers need supportive professional development that is embedded within instruction and that focuses on student learning. Given this context, the need for on-going teacher professional development that is meaningful and collaborative is high. Effective professional development efforts are enhanced by the establishment of professional communities of learners. Establishing these types of learning communities for professional development requires leadership and support. Trends in U.S. professional development and collaboration include the growth of Professional Learning Communities (PLCs), teacher-driven professional development, the expansion of online and virtual professional development opportunities, teacher involvement in evaluation, and teacher leadership.
II. Speaker’s Bio
Kelli Thomas, Ph.D., has served as Associate Dean of Teacher Education and Undergraduate Programs of the School of Education at the University of Kansas since June, 2015. She has been at the University of Kansas since 2002 and is Associate Professor of Mathematics Education in the Department of Curriculum and Teaching. Dr. Thomas’ professional work has focused on mathematics and science teaching, learning, and assessment in schools for more than 20 years. Her research investigates issues related to assessment and evaluation, mathematics and science education in schools, teacher professional development, and students’ mathematical reasoning as they solve problems. Her work is published in journals such as Journal of Educational Research, School Science and Mathematics, Teaching Children Mathematics, Action in Teacher Education, American Journal of Evaluation,New Directions for Evaluation, and Teacher Education & Practice. She has been involved in work funded by the National Science Foundation and the U.S. Department of Education. She began her career in education teaching in public school settings including the Department of Defense Dependent Schools (DoDDS) in Germany.
The Use of Learning Maps and Bayesian Network Analysis
to Improve Education
There has been increased recognition that curriculum, instruction, and assessment must work as a unit. This integrated framework is often referred to as the learning triangle. Despite this recognition, empirical evidence of the efficacy of formative assessment suggests that teachers need a better organizing structure to take full advantage of the learning triangle. We propose that the use of learning map systems can provide that structure, and we describe aspects of the use of the triangle and learning map systems to support mathematics instruction in two projects: the Dynamic Learning Maps® alternate assessment (DLM) and the Use of Learning Maps as an Organizing Structure for Formative Assessment (also referred to as Enhanced Learning Maps, or ELM). In addition, the use of Bayesian Network Analysis (or related techniques) can be used to validate learning maps, determine the efficacy of particular educational programs, and provide more actionable reporting of student feedback.
II. Speaker’s Bio
Neal Kingston is a Professor in the Educational Psychology Department at the University of Kansas and director of the Achievement and Assessment Institute. His research focuses on improving large-scale and classroom assessments so they better support student learning, especially by using fine-grained learning maps as an organizing structure for formative assessment. Dr. Kingston started his career as a science teacher in the Yonkers, New York public schools. Before coming to the University of Kansas in 2006, he worked as a researcher then officer at several educational testing companies and was Associate Commissioner for Curriculum and Assessment at the Kentucky Department of Education during the early years of the Kentucky Educational Reform Act.
Special Education and Personalized Learning in Today's Schools
This lecture will examine practice in special education today, both in the United States and internationally, in light of multiple factors that include strengths-based models of disability and the emerging role of positive psychology in the field, the movement from individualized to personalized learning, and the importance of schoolwide, multi-tiered systems of supports that deliver high quality instruction to all students.
II. Speaker’s Bio
Michael L. Wehmeyer, Ph.D., is the Ross and Marianna Beach Distinguished Professor in Special Education, incoming Chairperson in the Department of Special Education, and Director and Senior Scientist at the Beach Center on Disability, all at the University of Kansas. He is the author or co-author of almost 387 peer-reviewed journal articles or book chapters and has authored, co-authored, edited, or co-edited 38 books on disability and education related issues, including issues pertaining to self-determination, positive psychology and disability, transition to adulthood, the education and inclusion of students with severe disabilities, and technology use by people with cognitive disabilities. He is co-author of the widely used textbook Exceptional Lives: Special Education in Today’s Schools, published by Merrill/Prentice Hall, now in its 8th Edition. Recent publications of relevance to this lecture include The Oxford Handbook of Positive Psychology and Disability (2013, Oxford Press, M. Wehmeyer, Ed.), Handbook of Research-Based Practices for Educating Students with Intellectual Disability (M. Wehmeyer& K. Shogren, Eds., 2017, Routledge Press), Development of Self-Determination through the Life-Course (M. Wehmeyer, K. Shogren, T. Little, S. Lopez, Eds., 2017, Springer Press), and The Praeger International Handbook of Special Education (Vols. 1-3)(M. Wehmeyer, J. Patton, Eds. 2017, Praeger Press).
Special education reform toward inclusive education: blurring or expanding boundaries of special and regular education in China
China has developed a three-tier special education service delivery system consisting of an array of placement options of special schools, special classes, and learning in regular classrooms (LRC) (with the LRC as the major initiative) to serve students with disabilities after 1980s responding to the international trend of inclusive education mandate. How to balance the development of special education schools (classes) and inclusive education remains controversial. The authors found that special education provision in China has been improved in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel special education system. The authors argue thatthe boundaries between special and regular education system are enlarged and blurred in different situations. This reflects that the move toward inclusive education in China has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive education shows that special schools should be a part of, instead of apart from, inclusive education, and thus should be re-empowered with new roles to support and facilitate inclusive education.
II. Speaker’s Bio
Professor DENG Meng now serves as a professor and deputy head of Institute of Special Education, and director of Research Centre for Inclusive Education in Beijing Normal University. His research interests include: inclusive education, education for children with visual impairment, education for children with developmental disability, and curriculum and instruction for special schools. Prior to his move to Beijing Normal University in 2011, he was the associate dean in College of Education in Central China normal University and a full professor in special education. He was invited as a Fulbright visiting scholar in Georgia Southern University between 2006 and 2007 in the U.S., and a visiting professor to Newcastle University in Australia in 2010. He was also awarded “May Fourth Outstanding Individual of Wuhan City” in 2008, and recognized as the “Excellent Personnel Support Plan of Ministry of Chinese Education” in 2010. Dr. DENG published 23 research papers in refereed international journals and more than 90 Chinese papers in the key education journals of China, and edited over 10 books related to special education as well. Dr. Deng were also invited to give keynote speeches at many international conferences, and served as members of editorial boards or reviewers of a few international journals.