Partnership Research Team Members

Dr. Shijing Xu, Canada Research Chair, is a Professor at the Faculty of Education, University of Windsor, Canada. Dr. Shijing Xu is co-directing a 7-year SSHRC Partnership Grant Project with Dr. Michael Connelly. The Partnership Grant Project entitled, “Reciprocal Learning in Teacher Education and School Education between Canada and China” is a 8-institution partnership funded by the Social Science and Humanities Research Council of Canada (SSHRC). University of Windsor is the lead institution in partnership with OISE/University of Toronto, Southwest University China, Greater Essex County District School Board, Toronto District School Board, East China Normal University, China National Research Center for Foreign Language Education, and Northeast Normal University. Dr. Xu’s research interests focus on narrative approaches to inter generational, bilingual and multicultural education issues and school-family-community connections in cross-cultural curriculum studies and teacher education. Her current research is on the Reciprocal Learning between the East and West. Dr. Xu has held several SSHRC-funded projects (PI, on Transnational circular migration and reciprocal learning (2008-2012) and Co-PI of the Canada-China sister school network project (2009-2013). She has coordinated the Teacher Education Reciprocal Learning Program between University of Windsor and Southwest University China, funded by the University of Windsor Strategic Priority Fund and supported by Southwest University China, in partnership with the Greater Essex County District School Board.

许世静博士，加拿大首席研究员，温莎大学教育学院副教授。 她与迈克尔康奈利博士共同指导加中互惠学习项目。这是一个由加拿大社会科学与人文研究委员会资助的八个合作机构。许博士的研究领域集中在两代间的叙事方法、双语和多元文化的教育问题、在跨文化课程研究中学校家庭和社会的联系和教师教育。她目前的研究是东西方互惠学习。许博士举办了几个由加拿大社会科学与人文研究委员会资助的项目，包括跨国式移民和互惠学习（2008-2012）和加中姐妹学校网络项目（2009-2013）。她负责协调由温莎大学、中国西南大学和埃塞克斯郡地区学校董事会共同参与的教师教育互惠学习计划。ž

Dr. Michael Connelly is Project Co-Director with Shijing Xu of the Canada-China Reciprocal Learning Partnership Grant Project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The Partnership is led by the University of Windsor and involves two Canadian universities [University of Windsor (UW), University of Toronto (OISE/UT)], and five Chinese universities [Southwest University (SWU), East China Normal University (ECNU), Northeast Normal University (NENU), Beijing Foreign Studies University (BFSU)], two Canadian school boards [Greater Essex County District School Board (GECDSB), Toronto District School Board (TDSB)] and approximately forty Canadian and Chinese schools.  The purpose is to foster cross cultural educational understanding and to provide a forum for studying cross cultural educational narratives as they intersect in the modern world. He is keen on fostering cross cultural educational learning and understanding.

Dr. Connelly is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto (OISE/UT), long time Editor of Curriculum Inquiry, former Chair of Curriculum, and founding Director of the OISE/UT Center for Teacher Development. He studied with Joseph Schwab at the University of Chicago. He is the Education Judge for The American Publishers Awards for Professional and Scholarly Excellence (PROSE) Book awards, given annually by the Professional & Scholarly Publishing Division of the Association of American Publishers. He has written on science education, curriculum studies, teacher education, multiculturalism and narrative inquiry.

He was Director of the Canada Project, Second International Science Study, and Director of the Hong Kong Institute of Education/OISE/UT doctoral program. He has made teaching a priority, with many former students winning dissertation, and research and teaching awards. He has worked with schools, school boards, and teacher organizations; and wrote policy papers for the Science Teachers Association of Ontario, the Ontario Teachers Federation, the Ontario Ministry of Education, the Government of Egypt, the Government of Australia, UNICEF and the World Bank.

He has held numerous research grants and has close to 200 publications. His research work takes place in practitioner school-based settings. His major works include: The Functions of Curriculum Development (1972), Teachers as Curriculum Planners: Narratives of Experience (Widely used, with several translations, 1988, with Jean Clandinin), Stories of Experience and Narrative Inquiry (First narrative inquiry publication, 1990, with Jean Clandinin), The Sage Handbook of Curriculum and Instruction (2008, acknowledged by AERA Division B Curriculum Studies Book Award with Ming Fang He and Jo-An Phillion), and Narrative Inquiry for School-based Research (Practice focused, AERA best paper award, 2010, with Shijing Xu).

He received AERA’s Division B Lifetime Achievement Award, the Canadian Society for the Study of Education’s Outstanding Canadian Curriculum Scholar Award, the Canadian Education Association Whitworth award, the Ontario Confederation of University Faculty Association’s award for excellence in teaching, and other scholarly awards, and most recently, Outstanding Publication Award by Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA).

He has worked internationally in human resource development, curriculum, teacher education, and community schools in Jordan, Egypt, Hong Kong, West Indies, and China. He drafted the terms of reference for the recently established Egyptian Professional Academy of Teachers and he was a UNICEF consultant to The League of Arab States for which he wrote a policy paper for pan-Arab curriculum and teacher education. His long-term, ongoing, urban education research program in Bay Street Community School is supported by the Social Sciences and Humanities Research Council of Canada.

目前，由（SSHRC）加拿大人文和社科基金委员会赞助，麦克尔·康纳利教授与加拿大温莎大学教育学院许世静教授共同主持中加教师教育和学校教育互惠学习合作项目。该项目在中加两国多个大学及教育机构展开合作交流。主要参与的中加合作伙伴有加拿大温莎大学，加拿大多伦多大学/安大略教育研究所，温莎大埃塞克斯地区学区委员会，多伦多学区委员会，西南大学，华东师范大学，东北师范大学，中国外语教育研究中心/北京外国语大学。

麦克尔·康纳利博士是多伦多大学安大略教育研究院(OISE)资深教授，任《课程探究》Curriculum Inquiry杂志主编多年，曾任多伦多大学安大略教育研究院课程与教学系主任，组建并担任教师发展中心主任。他师从芝加哥大学施瓦布（Joseph Schwab）教授。他的著作涉及科学教育，课程研究，教师教育，多元化和叙述探究。

他曾指导国际科学研究项目加拿大分项目第二国际科学研究, 担任香港教育学院/多伦多大学教育学院博士项目主任。他以教学为先，辛勤培养学生。在他的指导下，许多学生获得了论文奖，研究奖，教学奖。他先后与学校，教育局，以及教师组织合作研究; 为安大略理科教师协会，安大略教师联合会，安大略教育局，埃及政府，澳大利亚政府，联合国儿童基金会（UNICEF)，和世界银行 (World Bank) 撰写有关政策性文献。他曾荣获美国教育研究协会（AERA）终生成就奖，加拿大教育研究学会（Canadian Society for the Study of Education）加拿大杰出课程学者奖，加拿大教育协会维特沃斯奖（Whitworth)，大学教师协会安大略省联合会优秀教学奖等学术奖项, 包括最近获得的美国教育研究会 (AERA) 教育叙事研究2011年度杰出出版物奖。

康纳利教授出版专著近200部, 比如The Sage Handbook of Curriculum and Instruction (2008)，许多是实践为主的校本研究。

多年来，康纳利教授与约旦，埃及，香港，西印第斯和中国合作致力于国际间人力资源发展，课程，教师教育，以及社区学校研究。他授权起草埃及职业教师研究院草案。他现今还担任联合国儿童基金会的顾问，为阿拉伯国家联盟制定泛阿拉伯的课程与教师教育的研究方案。

他在多伦多贝街社区学校进行了多年的城市教育研究，这项研究是加拿大人文社会科学研究会资助的项目。目前，康纳利教授致力促进跨文化教育的理解和沟通。

Jonathan G. Bayley is a Professor of music education at the University of Windsor (Faculty of Education). He studied flute with Jeanne Baxtresser (principal flute New York Philharmonic), Francis Blaisdell (Stanford University), and Robert Aitken. He has premiered numerous works for flute and most recently commissioned and premiered (with organist David Palmer) a Sonata for Flute and Organ by the American composer Matt Doran. Two of his recordings, Music for Flute and Guitar and Between the Silence, have received international airplay. Dr. Bayley has written and published several arrangements and original compositions. He has also published numerous articles in various journals (The Register; Canadian Winds, Canadian Musical Educator, Journal of Historical Research in Music Education, and Update: Applications of Research in Music Education) as well as book chapters. In addition to his performance and scholarly pursuits, he taught at the secondary school level (Junior and senior high school) and was also a flute instructor at Alberta College Conservatory of Music for 15 years. Dr. Bayley has been the Director of the School of Music (University of Windsor), Associate Dean of Graduate Studies, Research, and Continuing Education, and the Acting Director of the Joint PhD Program (Faculty of Education).

Dr. Yuhua Bu is a Professor at the Faculty of Education of East China Normal University (ECNU). Her research focuses on educational theory, school reform , teacher development , and the ethics of education. In recent years, she mainly studied the inner route of development, the classroom teaching reform in the view of complex theory, and the school-based strategies of Chinese teacher’s development. Also, she has over 5 books and more than thirty articles. In recent years, she has presided over one subject, a philosophy and social subject in Shanghai, and it has been concluded. She also participates in 7 provincial key subjects, 3 of these are presided by she, and 1 of these is completed with she. On the achievements in scientific research, she has published over 30 academic papers, 290000 words in total. 17 of these papers are published in core journals such as Education research. The papers of CSSCI are 16. There are 7 papers reproduced by the data center of People’s university. In these, 4 papers are over 20000 words. I have published 3 independent monographs and 3 joint monographs, 800000 words in total. The Curriculum Exploratory was awarded the third prize in the third national education science outstanding works in 2007. The Cultivation of Class life and the public spirit was awarded the second prize in Philosophy social science of Shanghai in 2010. The Guidelines of the foreign language teaching reform with “the New Basic Education” was awarded the second prize in Education scientific research of Shanghai in 2010. The contemporary conversion of Chinese education’s creational foundation was granted as an excellent treatise in the ninth annual meeting of social science in Shanghai in 2011.

Dr. Shijian Chen is a Professor in the Faculty of Education, and Vice-President of Southwest University, China. He is also Vice President of the Comparative Education Branch of the Chinese Society of Education; Director of the Education Research Association of the Chinese Society of Education; Standing Director of the Professional Curriculum Committee of Education Research Association of the Chinese Society of Education, and Standing Director of the Education Management Branch of the Chinese Association of Higher Education. Chen won the First Prize for “Integrating Academic Culture and Grass-roots Practice; Innovation in the Undergraduate Mode,” a Chongqing Teaching Achievement Award (2009); Second Prize for “Constructing Academic Cultural System and Grass-roots Practice Mode: Pioneering New Ways to Develop College Students’ Innovative Spirit and Practical Ability”, a National Teaching Achievement Award (2009); Third Prize for “Research on School Educational Reform and Teachers’ Adaptation”, an Outstanding Achievement in the Humanities and Social Sciences of the Ministry of Education(2009).

陈时见，中国西南大学副校长，教育学院教授；同时也是中国教育学会比较教育分会副会长、中国教育学会教育学研究会理事、中国教育学会教育学研究会课程专业委员会常务理事、中国高等教育学会教育管理分会常务理事。2009年，他的“整合学术文化与基层实践，探索实施综合化与个性化相结合的本科人才培养模式”项目获第三届重庆市教学成果一等奖，“构建学术文化体系和基层实践模式，开拓大学生创新精神和实践能力培养新途径”项目获第六届高等教育国家级教学成果二等奖，“学校教育变革与教师适应性研究”项目获教育部颁发的高等学校科学研究优秀成果奖（人文社会科学）三等奖。

Jim Cummins is a Canada Research Chair in the Department of Curriculum, Teaching and Learning of OISE/University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on school-based strategies for educational improvement. He has served as a consultant on language planning in education to numerous international agencies. His publications include: Negotiating Identities: Education for Empowerment in a Diverse Society (California Association for Bilingual Education, 1996, 2001); Language, Power and Pedagogy: Bilingual Children in the Crossfire (Multilingual Matters, 2000); Literacy, Technology, and Diversity: Teaching for Success in Changing Times (Pearson Education, 2007, with Kristin Brown and Dennis Sayers) and Identity Texts: The Collaborative Creation of Power in Multilingual Schools (Trentham Books 2011, with Margaret Early).

Anthony Ezeife (BSc, MSc, MA, PhD), is the Institute of Education in Mathematics and Science Education University of Windsor professor. As an educator traveled multinational, Dr. Ezeife has coached in many countries around the world, and a lot of cross-cultural research. His main research focus is to make math and science in culture related to the surface and are meaningful for the learner, especially for students who have a background in terms of the local culture. To this end, he put a number of research targeted at Aboriginal Canada, the United States of America study of indigenous populations, and some other continents in different cultures at risk learners math / science learning. This includes Africa, parts of Asia, as well as students in western South America. His current research, mathematical models project architecture is based on Walpole Island, Canada, where he is working with the Anishinabe-speaking Aboriginal students, community educators, educators, and Aboriginal elders together to engage in scientific research. Dr. Ezeife’s rich publication record can be traced back to the 1980s. So far, he has been published in almost all the world’s continents top academic journals a lot of articles, as well as quite a few frequently cited the award-winning research papers.

Jim Hewitt is a Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto. His research focuses on the educational applications of computer-based technologies, with a particular emphasis on discursive processes in collaborative learning environments. Dr. Hewitt’s publications include studies of thread development in asynchronous distance education courses, sociocultural supports for knowledge building in elementary science classrooms, and uses of multimedia and online technologies for teacher development. His research suggests that traditional threaded computer conferencing software lacks critical supports for knowledge building and promotes diverging, add-on style discourse rather than the more sophisticated operations (such as synthesis and superordination) required for sustained, progressive knowledge work. Recently, Dr. Hewitt designed and developed an open source web-based environment called Pepper. In Pepper, students work together in a learning community to study challenging problems, identify important ideas, and progressively work to improve those ideas. Through these and other research endeavors, Dr. Hewitt hopes to discover new ways to help students work together creatively to build knowledge.

Gila Hanna’s primary research interests are the role of proof and truth in mathematics and mathematics education, measurement and evaluation, and gender issues in mathematics teaching and learning. She has been Convenor of the International Organisation of Women and Mathematics Education (1988-1992), Vice-Chair of the Canadian Mathematics Education Study Group, Member of the International Committee of the international group for the Psychology of Mathematics Education (PME), and has served on several Social Sciences and Humanities Research Council of Canada (SSHRC) adjudication committees. She was Co-Editor of the international journal Educational Studies in Mathematics and is now one of its Advisory Editors. From 2000 to 2007 she was Co-Founder and Co-Editor of the Canadian Journal of Science, Mathematics and Technology Education. She has published extensively on proof and other aspects of mathematics education, and has delivered lectures at several universities as well as at numerous international conferences on mathematics education. In 2003 she was appointed “Fields Institute Fellow”.

Ruth HAYHOE is a professor at the Ontario Institute for Studies in Education of the University of Toronto.  Her professional engagements in Asia have spanned 30 years, including foreign expert at Fudan University in Shanghai in the early 1980s, First Secretary for Education, Science and Culture at the Canadian Embassy in Beijing, 1989-1991, visiting professor  at Nagoya University on a Japan Foundation fellowship in 1996, and Director of the Hong Kong Institute of Education, 1997-2002.

Ruth has authored or edited more than a dozen books and published about 80 articles in refereed journals. Her newest book, China through the Lens of Comparative Education: The Selected Works of Ruth Hayhoe came out in winter of 2015 with Routledge’s World Library of Educationalists.  Two new co-edited books will come out in 2016:Canadian Universities in China’s Transformation: An Untold Story, edited by Ruth Hayhoe, Julia Pan and Qiang Zha, forthcoming with McGill Queens University Press, and Comparative and International Education: Issues for Teachers edited by Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy and Robyn Read, forthcoming with Canadian Scholars Press.  Other recent books include Portraits of 21^st Century Chinese Universities: In the Move to Mass Higher Education, co-authored with Jun Li, Jing Lin and Qiang Zha (Hong Kong: Comparative Education Research Centre, University of Hong Kong and Dordecht: Springer, 2011),  Comparative and International Education: Issues for Teachers,  (First edition) co-edited with K Mundy, K Bickmore, M Madden and K Madjidi (New York: Teachers College Press and Toronto: Canadian Scholars Press, 2008) and  Portraits of Influential Chinese Educators (Hong Kong: Comparative Education Research Centre, University of Hong Kong and Dordecht: Springer, 2006).

Ruth has received many honors, including Honorary Fellow, University of London Institute of Education (1998), the Silver Bauhinia Star of the Hong Kong SAR Government (2002), Commandeur dans l’ordre des Palmes  Académiques of the Government of France (2002) and Honorary Fellow of the Comparative and International Education Society (2011). In 2012 she was appointed CJ Koh Professor at the National Institute of Education, Nanyang Technological University, Singapore. In October of 2015 she was awarded the Mingyuan Prize for an Outstanding Contribution to Chinese Education Research and in December of 2015, she was conferred an Honorary Doctorate of Letters by the Open University of Hong Kong.

Ruth has nurtured an active doctoral thesis group since 2005, whose members have done sustained field research on higher education issues in all of the following jurisdictions: China, Hong Kong, Singapore,  South Korea, Japan, Malaysia, India, Vietnam, Thailand, Cambodia, France, Belgium, Estonia, Norway, Greenland, Tanzania, South Africa, Venezuala, Iraq and the U.A.E., as well as Canada and the USA.

许美德(Ruth Hayhoe)，加拿大多伦多大学教育研究所教授。她对于在亚洲的职业参与发展已有30年，她曾在20世纪80年代担任上海复旦大学外国专家。1989-1991年曾任加拿大驻北京大使馆教育、科学与文化教育处首席秘书、1996年日本名古屋大学客座教授、1997-2002年曾任香港教育学院院长。

许美德教授已撰写、编辑十余本书，在权威期刊上发表了80多篇文章。她的最新作品《从比较教育的视角看中国：许美德选集》于2015年冬出版。合编的两本新书：《加拿大大学在中国的转型：一个不为人知的故事》、《比较教育与国际教育：教师的问题》将在2016年问世。 最近出版的书包括：《二十一世纪中国大学的概况：高等教育的大众化》、《有影响力的中国教育家》。

许美德教授载誉无数：伦敦大学教育学院名誉院士（1998）、获得香港特区政府银紫荆星章（2002）、法国政府教育骑士勋章（2002）、比较与国际教育学会荣誉院士（2011）。2012年她被聘为新加坡南洋理工大学国立教育学院教授，2015年10月被授予明园奖中国教育研究杰出贡献奖，2015年12月被香港公开大学授予名誉博士学位。

自2005年来，许美德教授已培养了一个活跃的博士论文课题组，其成员在中国、新加坡、韩国、日本，马来西亚，印度，越南，泰国，老挝，挪威，坦桑尼亚，发过，南非，加拿大及美国等地就高等教育问题进行了持续的实地研究。

Lan Ye has been a leading professor in East China Normal University (ECNU) for four decades, and currently serves as the honorary director of the Institute of Schooling Reform and Development (ISRD) in ECNU. She’s the founder of ISRD and Center on New Basic Education (CNBE). Professor Ye has originated New Basic Education (NBE) and Life•Practice pedagogy. Professor Ye Lan has published many monographs and articles such as The Primary Exploration on Educational Research Methodology (1999), The Examination of Century Problems on Chinese Pedagogy (2004), and On The New Basic Education (2006). The above were all rewarded first prize of National Excellent Achievements.

叶澜，华东师范大学终身教授，华东师范大学基础教育改革与发展研究所名誉主任。她创立了华东师范师范大学基础教育改革与发展研究所和新基础教育研究中心； 自1994年至今，持续主持“新基础教育”研究；2004年正式创建“生命•实践”教育学，目前正在通化式 深化研究中。 叶教授出版论著中, 专著《教育研究方法论初探》（1999年）和《“新基础教育”论》（2006年），论文《中国教育学发展世纪问题的审视》（2004年）等先后获得全国高 校人文社会科学优秀成果一等奖。.

Dr. Yurong Li is a Professor at the Faculty of Chemistry and Chemical Engineering of Southwest University (SWU). She is mainly engaged in chemical education, the environment and the sustainable development education and science education. She has published more than 20 papers, 6 monographs; several of them are given a prize. She, as a master tutor, have been guiding 36 masters of pedagogy, 23 masters of education since 2000.

Dr. Yibing Liu is a professor of adult & teacher education and the Dean at Teacher Education College of Southwest University. With his doctorate training from both China and Canada, Dr. Liu has established strong academic interests in multicultural and international education research. He has fulfilled many projects sponsored by governmental or non-government organizations, such as Research on Innovative Functional Literacy For Rural Ethnic Minorities in China (the Ford Foundation, US, 2002-2004); Functional Literacy Material Development for Out-of -School Children in China (UNICEF,2002-2003); Bilingual Literacy for Ethnic Group’s Comprehensive Development–A Pilot Project for Lahu Nationality’s Innovative Practices in China (UNESCO,2003); UK-China Southwest Basic Education Project (DFID,UK, 2005-2009); the Comparative Study of Balancing Urban and Rural Education Development in Europe and America (Ministry of Education of China, 2012-2014). The positions and honors he held include Director of the Training Center for Teachers of Higher Education Institutions in Southwest China, Deputy Director of the National Centre of Research and Training for Literacy Education, and won the National Award for Excellence in Teacher Education Field ( the Ministry of Education of China). His recent publications focus on teacher professional development, teacher education policy, and teacher education curriculum development.

刘义兵博士，教授，主管成人教育与教师教育方向，西南大学教师教育学院院长。在中国和加拿大攻读博士学位期间，刘义兵博士对多元文化和国际教育产生了浓厚的兴趣。在政府与非政府组织的赞助下，他参与完成了多个项目的研究，比如“研究中国乡村少数民族创新型功能性读写能力”（美国福特基金会，2002-2004年），“探究对于中国辍学儿童功能性扫盲材料发展”（联合国儿童基金会，2002-2003年），“针对民族全面发展的双语教育——为中国拉祜族创新实践制定试点项目”（联合国教科文组织，2003年），“中英西南方基础教育项目”（英国国际发展署，2005-2009年），以及“针对欧美地区平衡城乡教育发展的比较研究”（中国教育部，2012-2014年）。他的主要职责与荣誉包括担任教育部西南高校师资培训中心主任、国家扫盲教育研究与培训中心常务副主任，并获由中国教育部颁发的全国优秀教师奖。他的近期发表作品着眼于教师专业化发展、教师教育政策，和教师教育课程发展。

Dr. Ma Yunpeng is a professor at the Faculty of Education of Northeast Normal University (NENU). He holds a Ph.D Degree from The Chinese University of Hong Kong (1996-1999). His professional career in education has been more than 30 years, from the Vice Principal of Affiliated School at NENU to professor and the Dean of Faculty of Education of NENU (2000-2012). His main publications include “Teacher Receptivity to System-wide Curriculum Reform in the Initiation Stage: a Chinese Perspective” in Asia Pacific Education (2009). “Chinese Primary School Mathematics Teachers Working in a Centralized Curriculum System: a Case study of Two Primary Schools in North-East China” in Compare (2006). “The Development and Application for Measurement of Teacher Knowledge” in Education Research (2010). “Primary School Mathematics Curriculum and Instruction” by People’s Education Press China (2012).

Dr. Douglas McDougall is a Professor of Mathematics Education and Chair in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. He conducts research in mathematics education, particularly in school improvement in elementary and secondary school mathematics. He investigates the use of the Ten Dimensions of Mathematics Education framework in assisting principals and teachers to improve mathematics instruction and student achievement. He has written a number of books including “School Mathematics Improvement Leadership Handbook” and “Mathematics every elementary teacher should know”. He is a former president of the Psychology of Mathematics Education, North American Chapter (PME-NA). He has presented in China, North America, Europe and Cuba.

Dr. Geri Salinitri is Associate Professor and Associate Dean of the Faculty of Education, University of Windsor. Prior to joining University of Windsor, she was a science teacher and counselor in a secondary school for 27 years. During that time, she received two teaching awards, one at the provincial level and one at the national level–the Prime Minister’s Award for Teaching Excellence in Science, Mathematics, and Technology and the Chemical Institute of Canada’s, Bayer Rubber Award for Teaching Excellence in High School Chemistry. Dr. Salinitri’s major works include: Investigating Teacher Candidates’ Mentoring of Students At risk of Academic Failure: An Experiential Field Model (This program is one of a kind in North America.), and The Effects of Formal Mentoring on the Retention Rates for First Year, Low Achieving Students (2005).

Dr. Luxin Yang is a Professor in the National Research Center for Foreign Language Education at Beijing Foreign Studies University. She holds a Ph.D. in Second Language Education from the Ontario Institute for Studies in Education of the University of Toronto. Her research interests include foreign language teacher education, second language writing, and academic literacy development. Over the past five years, she devotes herself to English as a Foreign Language (EFL) education at school level in China, especially in-service EFL teachers’ professional development.

Dr. Zuochen Zhang is a Professor with Faculty of Education, University of Windsor, Canada. He has taught Learning with Technologies courses for the Teacher Education program, and Information and Communication Technologies (ICT) for Teaching and Learning, and Educational Research to students in the Master of Education program. Dr. Zhang’s research interests include ICT integration into school curriculum, e-learning, teacher education, Teaching English as a Second Language (TESL)/Teaching English as a Foreign Language (TEFL), and international education.

Dr. George Zhou is a Professor with Faculty of Education, University of Windsor, Canada. He works with chemistry and physics teacher candidates to help them learn to appreciate science through a process of argumentation. According to this model, teachers begin teaching where the students’ minds are. First, teachers assess how their students are learning and how they are thinking about a problem, then, base their teaching strategies upon this knowledge of their students’ thought  processes. Students and teacher work together from this base point to move learning forward.

Dr. Kun Qu is an associate professor at the Faculty of Computer and Information Sciences of Southwest University (SWU). He is the vice chairman of Chongqing Educational Association Professional Committee of Audio-Visual Education, director of National Computer Aided Education (CBE) Association, a panel member of Center of Information Management IT teaching demonstration projects of Ministry of Education, and a member of the overall design of the teachers working group of National Education Network Alliance platform. Professor Kun Qu presided over the following research projects: Ministry of Education universities special basic operating expenses (key project in liberal arts): A study of teachers tacit knowledge sharing model based on social software in 2009; Ministry of Education teacher education innovation platform specific sub-topics: A Study of Teacher Candidates Educational Technology Innovation Ability Construction and Practice Mode in 2010; Chongqing university reform project (key research project): An practical exploration of teacher candidates educational technology ability training mode of in 2010; Ministry of Education teacher education innovation platform specific sub-topics: “Educational technology ability training” Key Curriculum construction in 2011. So far, Kun Qu has been granted Chongqing Municipal Science and Technology Progress Award; Chongqing Municipal Higher Education Achievement award; First Southwest Normal University undergraduate teaching outstanding teachers award; Southwest Normal University sixth young talent award; nationwide multimedia teaching software design contest award; Chongqing audio-visual achievement award.