|
许世静博士 (Dr. Shijing Xu)
|
Dr. Shijing Xu, is Associate Professor at the
Faculty of Education, University of Windsor,
Canada. She is co-directing the Canada-China
Reciprocal Learning Project with Dr. Michael
Connelly, a 9-institution partnership funded by
the Partnership Grant of Social Science and
Humanities Research Council of Canada (SSHRC).
Dr. Xu’s research interests focus on narrative
approaches to intergenerational, 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.
|
Top of Page
|
F. Michael Connelly
|
Michael Connelly is Professor Emeritus, Ontario
Institute for Studies in Education. He was
Director of the Canada Project, Second
International Science Study, International;
Association for the Evaluation of Student
Achievement, and Director of the Hong Kong
Institute of Education/OISE/UT doctoral program.
He wrote policy papers for the Science Teachers
Association of Ontario, the Ontario Teachers
Federation, the Ontario Ministry of Education, the
Government of Egypt, the Queensland Education
Authority, UNICEF, the World Bank, and The League
of Arab States. He co-drafted the terms of
reference for the Egyptian Professional Academy of
Teachers, and was UNICEF consultant to The League
of Arab States on pan-Arab teacher education and
curriculum development. With Shijing Xu he is
co-director of the Social Sciences and Humanities
Research Council of Canada project "Reciprocal
learning in teacher education and school
education between Canada and China".
|
Top of Page
|
Shijian Chen
|
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).
|
Top of Page
|
Cheryl Craig
|
Cheryl J. Craig, Ph.D., is a Professor in the
Department of Curriculum and Instruction, College
of Education, University of Houston, where she is
the Coordinator of Teaching and Teacher Education.
Her research niche focuses on the influence of
context on teachers’ knowledge developments, their
communities of knowing and their curriculum
making. She is a co-editor of the Association of
Teacher Educator Yearbook, Executive Editor of
Teachers and Teaching: Theory and Practice and an
Associate Editor of Reflective Practice. Craig’s
research regularly appears in the field’s most
esteemed journals. In 2011, she was named an
American Educational Research Association Fellow.
In 2012, she received the Lifetime Achievement
Award from Division B (Curriculum Studies),
American Educational Research Association.
|
Top of Page
|
Jim Cummins
|
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).
|
Top of Page
|
Zongyi Deng
|
Zongyi Deng (PhD, Michigan State University) is an
associate professor at National Institute of
Education, Nanyang Technological University,
Singapore. A former associate professor at the
University of Hong Kong (HKU), he is currently an
honorary research associate with Wah Ching Centre
of Research on Education in China, HKU. He is also
an executive editor of Journal of Curriculum
Studies (JCS), and has recently edited two special
issues for JCS with the support of Ian Westbury: The
Practical, Curriculum, Theory and Practice
(2013) and Confucianism, Modernization and
Chinese Pedagogy (Part 2) (2014,
forthcoming). His latest publication is Globalization
and the Singapore Curriculum: From Policy to
Classroom (with S. Gopinathan and Christine
Lee; Springer, 2014).
|
Top of Page
|
Dr. Anthony N. Ezeife
|
Dr. Anthony N. Ezeife (B.Sc., M.A., M.Sc., Ph.D.),
is a Professor of Mathematics and Science
Education in the Faculty of Education, University
of Windsor. A much-travelled educator, Dr. Ezeife
has taught, and done extensive cross-cultural
research in several countries across the globe.
His main research focus is on making mathematics
and science culturally relevant and meaningful to
learners in general, and in particular, for
students of indigenous cultural backgrounds. To
this end, he has targeted several
mathematics/science studies on Canadian Aboriginal
students, Native populations in the USA, and some
other at-risk learners in diverse cultures in many
continents. These include students in West Africa,
parts of Asia, and South America. His current
study, the Mathematics-Schema project, is based in
Walpole Island, Ontario, where he is working with
Anishnabe-speaking First Nations’ students.
|
Top of Page
|
Dr. Ruth Hayhoe
|
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
(1980-1982), Head of the Cultural Section of the
Canadian Embassy in Beijing (1989-1991) and
Director of the Hong Kong Institute of Education
(1997-2002).
Her recent books include Portraits of 21st
Century Chinese Universities: In the Move to
Mass Higher Education (2011) and Portraits
of Influential Chinese Educators (2006).
Honors include Honorary Fellow (University of
London Institute of Education 1998), Silver
Bauhinia Star (Hong Kong SAR Gov’t 2002),
Commandeur dans l’ordre des Palmes Académiques
(Gov’t of France 2002), Honorary Fellow (CIES
2011) and C J Koh Professor (NIE Singapore 2012).
|
Top of Page
|
Dr. Clara Howitt
|
Dr. Howitt has been a proud educator for 20 years
and has served the role of teacher, elementary
administrator, system Principal and now
Superintendent. Currently she holds the position
of Superintendent of Education, Program and
Professional Learning at the Greater Essex County
District School Board, Windsor, Ontario, Canada.
Her responsibilities include overseeing the
operation of Kennedy and Harrow Families of
Schools, and leading and supporting system
curriculum development and professional learning
and leadership toward providing learning
opportunities which support, challenge and inspire
all learners. Dr. Howitt’s particular areas of
interest and expertise include change theory,
research and program evaluation, leadership
development and cognitive theory.
Dr. Howitt is also the proud mother of two
daughters, Giorgia, 9, and Caroline, 6. She and
her husband Richard enjoy family time and creating
wonderful experiences and memories with their
children and extended families.
|
Top of Page
|
Peter Liao 廖忠
|
Mr. Peter Liao (BA, English, Chongqing Normal
University, MBA, Chongqing University and PhD,
Comparative Education, Southwest University) is
the Trade Commissioner responsible for education
at the Consulate General of Canada in Chongqing,
China. Prior to joining the Consulate in 1998, he
served three years as International Partnerships
Manager in Chongqing Normal University
International. Peter Liao is recipients of a
Government of Canada Merit Award (2003), Canadian
Minister of International Trade Citation for
International Commerce (2007) and Government of
Canada Public Service Award of Excellence (2010).
In 2013, Mr. Liao received an award signed by
Prime Minister Stephen Harper and two Deputy
Ministers in recognition of his 15 years of
service to the Government of Canada.
|
Top of Page
|
Dr. Yibing LIU
|
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.
|
Top of Page
|
Ma Yunpeng
|
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).
|
Top of Page
|
Dr. Douglas McDougall
|
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.
|
Top of Page
|
Donna Quan
|
Donna Quan is Director of Education and
Secretary-Treasurer of the Toronto District
School Board (TDSB). Her leadership guides the
district for 260,000 Kindergarten to Grade 12
students and 39,000 full and part-time staff
members. Ms. Quan brings 28 years of educational
experience to her current role.
Donna has held a number of senior positions within
the TDSB, including Deputy Director Academic with
responsibilities for Equity & Inclusive
Schools, Teaching & Learning, Special
Education, Professional Support Services,
Organizational Development & Research, Caring
and Safe Schools, Alternative Programs, School
Improvement and Inner City Programming.
In the year ahead, Donna’s Years of Action plan
includes working with all senior staff
across the district to strengthen policies and
programs in support of improving societal
and life outcomes for all students, which includes
emotional, intellectual and physical
health and well-being, academic achievement,
gender and lifestyle equality, along with
peace and human security and environmental health.
|
Top of Page
|
Dr. Geri Salinitri
|
Dr. Geri Salinitri is an Associate Professor and
Acting Associate Dean of the Faculty of Education,
University of Windsor. Prior to joining UW, 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).
|
Top of Page
|
Dr. Ian Westbury
|
Ian Westbury is a professor emeritus of curriculum
& instruction at the University of Illinois at
Urbana-Champaign and is General Editor emeritus of
the Journal of Curriculum Studies. He has worked
on cross-national studies of school achievement,
the German Didaktik tradition, and is currently
completing a comparative study of state governance
of the curriculum that draws on experiences in
Finland, Germany, Norway, Switzerland, and the
United States. He has been interested in China
since teaching Chinese history at the University
of Melbourne and is currently hosting groups of
Chinese scholars and graduate students at the
University of Illinois at Urbana-Champaign. His
doctorate is from the University of Alberta and he
has an honorary doctorate from Åbo Akademi
University in Finland.
|
Top of Page
|
WU Zongjie(吴宗杰)
|
Professor Wu Zongjie is Director of Institute of
Cross-Cultural Studies, Zhejiang University,
coordinating the research cluster in education and
curriculum study. His work is also associated with
the Centre for Intangible Cultural Heritage
Studies. Wu’s research cuts across multiple
disciplines with a focus on cross-cultural
discourses. Recently he has been looking beyond
institutionalized schooling to seek for Confucian
meanings of the learning embedded in pedagogical
ritual space. The result of the research was
published across various disciplines, especially
in education, discourse study, anthropology,
heritage study, history, and communication. His
transdisciplinary inquiry treats pedagogy as the
core to explore the meanings of cultural life. He
has collaborated on many heritage related
projects, and currently is working as a World Bank
consultant for Shandong Confucius Cultural
Heritage Conservation Project. Wu’s research has
been published in high-profile journals and
internationally recognized books.
|
Top of Page
|
Professor Ye Lan
|
Ye Lan 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。
|
Top of Page
|
