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10 Papers of ICI were Accepted by the 2019 Annual Meeting of the American Association for Educational Research (AERA)

2018-12-02

The American Educational Research Association (AERA) was founded in 1916, it is dedicated to educational academic research, it also promotes the promotion and practical application of educational research results. The AERA Annual Meeting is the world's largest and most influential educational academic conference. It provides a platform for scholars, teachers and postgraduate students who work on education, management, testing and evaluation in various countries, to share and exchange their academic achievements.

Recently, 10 papers were accepted by AERA. The authors of the paper were invited to attend the 2019 Annual Meeting held by the American Association for Educational Research (AERA) in Canada next year.

The Authors

Brief Introduction of the Papers

Author: Xiao Sihan (肖思汉)

Title: Rhetorical Framings of Science, Technology, Society, and Environments in Middle School Science Textbooks

Paper reception form: Paper Session

It is one of the most important parts of science education reform to integrate science, technology, society and the environment (STSE) with daily issues. However, the discussion of the inner relationship between the four and how to present them were not enough.

Based on the theoretical hypothesis of "discourse shaping reality", Xiao analyzed the rhetoric discourse of the "Science, Technology, Society and Environment" section of the junior high school science textbooks in China. He found that the sample textbook text constructs four different rhetorical frameworks on the four relationship (science-technology, technology-society and technology-environment). In the shaping of these frameworks, environmental issues have been hidden behind technological innovation and social development, and have become marginalized concerns.

Based on these findings, Associate Professor Xiao Sihan emphasized the ethical dimension of science education and made recommendations on the presentation, linkage and integration of science, technology, society and environment in the textbooks.

Author: Wang Tao, Audrey Helen Osler, Cui Yunhuo (王涛,Audrey Helen Osler,崔允漷)

Title: Cultivating Citizenship in Global Education: Opportunities and Challenges of a Competence-based Curriculum for China

Paper reception form: Paper Session

At present, the globalization trend of the international community and the anti-globalization trend are intertwined. Under the international context that people pay great attention to the cultivation of competencies, this article mainly focused on how the international understanding curriculum deal with the relationship between national identity and global vision.

Based on the overall framework of Key Competencies of Chinese Students' Development , the paper proposed an international understanding competency and key competency-based high school curriculum standards, the author further analyzed the connotation of international understanding competency, and made a discussion through empirical research on competency-based international understanding curriculum design.

Author: Wang Tao (王涛)

Title: Education and Social Integration of Muslim Migrant Children in China

Paper reception form: Roundtable Session

The urbanization and urban-rural migration are rapidly changing the fabric of Chinese society. The children of families in migration and those families themselves are also experiencing complex and ever-changing lives.

Through interviews, narratives, photo explanations and other qualitative research methods, Dr. Wang Tao's explained and analyzed the educational experience and social integration of migrant children in ethnic minorities, and discussed some curriculum and educational coping styles accordingly. By studying the Hui and Dongxiang ethnic groups, which are Islamic-based ethnic groups, this article also provided some reference for the current Muslim immigrant education and its research in the international community.

Author: Zhang Jiawei, Chen Shuangye (张佳伟,陈霜叶)

Title: Principals’ Perception and Practice of Social Justice Leadership in Migrant School: An Exploratory Study in China

Paper reception form: Roundtable Session

Taking the principal of migrant schools in Suzhou, China, as the research object, the author explored the views and practices of Chinese principals on social justice leadership. This qualitative study revolves around three issues:

1. How do principals understand social justice in a migrant school?

2. What knowledge does the principal need to develop in order to develop social justice leadership?

3. What strategies do these principals usually use to enforce social justice?

By tracking and analyzing the principals of the twelve sample schools, we found that principals generally maintain an intuitive understanding of social justice, and the relevant knowledge is not systematic; their practice strategies are more divided and lacking in integrity.

Author: Tao Hao, Wang Zhe, Yuliya Ardasheva (Tao Hao,王哲,Yuliya Ardasheva)

Title: Investigating the Effects of Dual-Language Subtitles on EFL Vocabulary Learning and Listening of TED Talks

Paper reception form: Roundtable Session

With the popularity of the Internet, English learning is no longer limited to classroom instruction, and students can access authentic English by watching the original video. It is common for L1 subtitles or L2 subtitles to affect the study of foreign language learning, but few studies have focused on the role of bilingual subtitles in foreign language learning.

In this study, the sophomores with English as the first foreign language were studied, and the learning performance of four subtitle types (no subtitles, English subtitles, Chinese subtitles, bilingual subtitles) were compared. Although the test results show that there is no significant difference in the effect of four subtitle types on learning performance, the improvement of vocabulary acquisition in English subtitles and Chinese subtitles group is significantly higher than that in bilingual subtitles by comparison between pretest and posttest.

This study indirectly confirmed that for intermediate level English learners, bilingual subtitles will increase the external cognitive load and thus reduce the learning effect.

Author: Olusola Adesope, Wang Zhe, Pengcheng Zhang (Olusola Adesope,王哲,Pengcheng Zhang)

Title: Factors of Position on Learning with Emotional Pictures

Paper reception form: Paper Session

Based on Mayer's cognitive load theory of multimedia learning and Moreno's cognitive-emotional integration theory, this study used a 2×2 experimental design (the independent variables are the emotional valence and location of the images) and compared the four learning scenarios:

1. Insert positive emotion pictures before learning;

2. Insert negative emotion pictures before learning;

3. Insert positive emotion pictures into the study;

4. Insert negative emotion pictures into the study.

The results show that inserting pictures that can arouse positive emotions before learning content can significantly improve the level of memory and migration compared with other learning situations. At the same time, the cognitive load level of inserting positive emotion picture groups before learning is significantly lower than the other three groups.

This study reveals that the emotional price and location of the picture will have an impact on the cognitive load in the learning process, thus affecting the learning outcome. This study has made some explorations in integrating the dual perspectives (cognition and emotion) to explain the research process of learning processes and outcomes.

Author: Yin Hongbiao, Chen Xie, Hu Hui Min (Yin Hongbiao,Chen Xie,胡惠闵)

Title: Sustaining the Resilience of Teacher Educators: The Experiences of Teaching Research Officers in China

Paper reception form: Poster Session

The professional life of teacher educators and the Chinese path of in-service teacher development have attracted more and more attention from the global academic community. This study explored the resilience of teachers and educators with Chinese characteristics—the recuperability of teaching and research staff.

Based on national sample survey data, the study found that the surveyed and researched researchers generally positively evaluated their resilience; personal, situational and professional factors significantly affected their resilience.

This study suggests that more attention should be paid to the impact of professional development projects and research-oriented work requirements on teacher educators.

Author: Liu Diyue (刘迪月)

Title: Perceived Social Relationships in Predicting Adolescent’s Academic Motivation and Outcomes: Father Absence as a Moderator

Paper reception form: Paper Session

The paper was completed under the guidance of Professor Yang Xiangdong and Associate Professor Jiang Yi of the Department of Educational Psychology, ECNU, and was assisted by Wu Fangwen, Tao Yang, Gao Zhenya and other students.

This study constructed a multi-group structural equation model to compare the predictive effects of intra-school interpersonal relationships on students’ achievement and school well-being in the 7th grade groups with missing parental and non-parentalism.

The study found that peer relationships and teacher-student relationships influence academic achievement through self-concept, and affect school happiness through academic interest, at the same time, the absence of fathers’ caring or not plays a regulatory role. Specifically, students with missing father teaching are more likely influenced by peers, while teacher-student relationship impact more on non-parental missing groups.

Author: Dong Zehua (董泽华)

Title: An Exploratory Study of Chinese Elementary School Students’ Attitudes Towards STEM: Scale Development and Changes Across Time

Paper reception form: Poster Session

The paper was completed under the guidance of Professor Cui Yunhuo, from the ICI, and Li Jing, from the Department of Educational Psychology.

This study aims to reconstruct the STEM attitude questionnaire of primary school students from the background of Chinese culture, and to evaluate its measurement attributes and its relationship with cooperative attitude.

After a semester follow-up study, the results show that the student STEM attitude scale has good cross-cultural consistency and is suitable for Chinese primary school students. At the same time, the results show that the implementation of STEM in primary schools can effectively improve students' STEM attitude, and girls' STEM attitudes are better than boys, but gender differences are not obvious. In addition, the STEM attitude level of primary school students is closely related to their cooperative attitude.

Author: Wu Fangwen (吴方文)

Title: Perceived Relationships at School in Predicting Adolescents’ Motivation and Educational Outcomes Across Different Age Groups

Paper reception form: Poster Session

The paper was completed under the guidance of Professor Yang Xiangdong and Associate Professor Jiang Yi of the Department of Educational Psychology, and was assisted by Liu Diyue, Tao Yang and Gao Zhenya.

Based on the theory of expected value, this study explored the role of learning motivation in interpersonal relationships and educational outcomes by constructing a multi-group structural equation model.

The study found that the teacher-student relationship directly and indirectly (through task value) predicts happiness and (through self-efficacy) academic achievement, while peer relationship can only directly predict students' happiness, while predicting students' academics through self-efficacy. From a specific perspective, in the early years of adolescence, teachers play a more important role in affecting students' motivation and educational outcomes than their peers. In addition, the difference of grades plays a regulatory role in the impact of interpersonal relationships on happiness and academic achievement.