- 截止日期： 2019年11月4日
- 录用通知： 投稿后20-40天
- 论文出版： 收到最终稿后15-20天
- 会议日期： 2019年12月16-18日
Biography: Dr. Kyong Mi Choi is an Associate Professor of Mathematics Education in the Department of Curriculum, Instruction, and Special Education at Curry School of Education and Human Development, University of Virginia since 2017. Prior to UVA, she was working at University of Iowa from 2009 till 2017. She received a B.A. from Seoul National University, and M.A. from Teachers College, Columbia University. Her Ph.D. in Mathematics Education is also from Teachers College, Columbia University, New York, USA. Professor Choi’s research interests span both students and teacher education. Her more than 25 publications include topics of mathematically gifted students, students’ cognitive practices and learning outcome, and in-service teacher education. She also led funded projects as a principal investigator to improve teachers’ content and pedagogical knowledge in mathematics.
Topic: Cognitive and Epistemic Practices in Mathematics through Mathematical Reasoning and Modeling
Abstract: A series of studies will be presented in the topic of students’ cognitive development and mathematics achievement. How development of certain cognitive attributes impact students learning in different grade levels and overtime, and how professional development opportunities help teachers improve instructional practices in mathematics classrooms.
Biography: Dr. Mohd Afizi Mohd Shukran is currently, an Associate Professor in Department of Computer Science in Universiti Pertahanan Nasional Malaysia (UPNM). He has several research experiences including 60 published journals and over 40 proceedings. Also, he has several computer science professional certifications such as MCSE, MCSA and ENSA. His education background is that he has a bachelor in Information System from Melbourne University, Australia and a Master degree in Information Technology at Sydney University, Australia. Then he did completed his Doctor of Philosophy (PhD) degree in Sydney University, Australia.
Topic: Information Retrieval in Internet of Things (IoT)
Abstract: Information retrieval (IR) involves solving problems by analysing data already present in databases. Due to the explosive growth of both business and scientific databases, extracting efficient classification rules from such databases has become an important task. This is because IR technique is an important form of knowledge extraction and can help to make key decisions. Nevertheless, classification technique can be improved by integrating the latest technology, namely, Swarm Intelligence. This study proposes two types of IR techniques: Artificial Bee Colony, and Intelligent Dynamic Swarm, which are both based on Swarm Intelligence. The experimental results showed that both the Intelligent Dynamic Swarm are robust and able to achieve high IR accuracy in a changing environment within the data instances.
Biography: Dr. Neal Luo is a tenured associate professor in the Department of School Leadership, the Teachers College, Emporia State University, USA. He currently teaches master and doctoral level courses for students of education, psychology, and library sciences. Previously, he served as a senior institutional researcher for five years, directing and conducting university-wide studies that provided evidence for decision-making. He was the principal researcher of the Title III Federal Grant of Strengthening Institutions. Dr. Luo earned his doctoral degree in educational administration from the University of Nebraska. His research interests include data-driven decision-making, principalship, college student persistence, school climate, and English as a second language teaching. With about 30 publications in the refereed journals, his research has been widely cited. Some of his research was published in the top-tier SSCI-indexed journals including Educational Administration Quarterly, Evaluation and Program Planning, and Journal of Moral Education. Dr. Luo has made numerous presentations at the national/international conferences and served on Editorial Review Boards or reviewers for five journals and the American Educational Research Association. He is also active in professional services in the Overseas Chinese Association of Institutional Research, Higher Education Forum, and other academic associations.
Topic: School Leadership Standards and Data-Driven Decision Making: The American and Chinese Perspectives
Abstract: Integrating several empirical studies by the author, the presentation reviews the American School Leadership Standards adopted by the National Council for the Accreditation of Teacher Education, examines the perceptions of Chinese school principals on the importance of the American School Leadership Standards, explores the American principals’ data-driven decision-making (DDDM) practices related to the leadership standards, and identifies the factors of their information use environments that affected DDDM. Using advanced statistical analyses, results of the studies revealed that 1) Chinese principals perceived the majority of American leadership standards to be important in school administration with significant differences among the leadership dimensions, 2) American principals used data more frequently in instructional and organization operational leadership than in the leadership dimensions of school vision and collaborative partnerships, 3) Different contextual factors affect data use in different leadership dimensions. Person-related factors seem to have direct effects on data use in instructional leadership where DDDM is extensively practiced and reinforced. Organization-related factors tend to have a more direct influence on data use in the leadership dimensions, where DDDM is at the initial stage and less frequently practiced. Results provide insights into practice, research, and theoretical foundation for the emerging topics of leadership standards and data-driven decision making. Implications and recommendations were made in using the framework of American School Leadership Standards for upgrading Chinese school administrators’ leadership, developing and re-developing university programs and professional training in school leadership.