G

In this Edition Message from the Chair 2

Message from the Secretary 4

Message from the Program Chair 4

Call for Conferences & Papers 5

Ongoing Projects & Invitation for participation in

research

10

Announcement: International Association for the

Evaluation of Educational Achievement (IEA)

11

Book Announcements

12

National Academy of Sciences Report on Building

Infrastructure for International Collaborative

Research in the Social and Behavioral Sciences:

15

Publications, Awards & Updates 17

Editor

Jennifer DeBoer

Purdue University,

West Lafayette

Questions?

international.sudies.sig@gmail.com

2015 AERA Annual Meeting in Chicago, April 16 - 20

AERA

International Studies

Special Interest Group

Newsletter Brief

Spring 2015

SPRING 2015 NEWSLETTER 2

Internationalisation is driven by globalisation of modern economies and related

developments in the labour market as well as by global spreading of cultural

ideas and socio-cultural initiatives. These aspects can be linked to each other in

global policy frameworks that are developed and monitored by international

umbrella organisations (such as UNESCO and ILO). Globalization and

internationalization may connected to each other in regional policy frameworks

that are developed, e.g. by the Federal Government of the United States and by

the European Union. At the level of the actual education and training

provisions, global and local policies can have different implications, for example

involvement in international mobility schemes and placements, and

participation in international research and development projects in the name

of internationalization. Outsourcing of the companies and jobs to low-paid

countries might have been rather a chance created by globalization than a long-

term planning.

The focuses on internationalization and international development

could be based on the activities of the faculty in education and training. The

main objectives of the international research agenda might be as follows, for

example:

Developing new multidisciplinary and international research initiatives for education and training methodology,

higher education teaching materials, and wide dissemination of results;

Establishing a network of researchers, civil servants and students working in the field and improving the quality

of international education and training;

Promoting collaboration and understanding on intercultural education at institutional, national and regional

levels; and

Organizing national and international meetings and seminars to promote research on internationalization of

education and training.

As the area of international and intercultural education and training represents a cultural aspect of education, it covers

education system frameworks. The objectives of each project and study program could be specified in research,

curriculum development and professional networking. For example, the activities focuses on local, national and

international comparisons of education and training systems, research on learning competence through work, and

teaching and training professionals.

The spheres of internationalization draw attention on different driving forces of international developments in

education and training and to corresponding action contexts for international cooperation. Three different spheres of

internationalization are introduced briefly. These characterisations draw attention to different research agendas and

preconditions for knowledge production and knowledge utilization:

Home Internationalisation. The first sphere refers to the manifestations of internationalization that are directly

related to education and training initiatives within domestic educational contexts. On the one hand the activities

may be related to international dissemination of educational ideas and to their working concepts. On the other

hand they can be related to the educational measures that arise from broader international developments such

as integration of migrants to the local communities and workplace, and support for partner schools and colleges

in developing countries. The essential feature of the activities can be launched in domestic contexts without

necessarily being linked to major policy frameworks.

Invitation for International Research and Development Agenda

Message from

Dr. Johanna Lasonen,

Chair of International Studies SIG

SPRING 2015 NEWSLETTER 3

Regional Internationalisation. The second sphere refers to the manifestations of internationalization that are

directly or indirectly linked to the process of regional / continental integration. Firstly, such activities can be

related, for example, to common American or European policy initiatives and to specific regional cooperation

programmes. Secondly, activities can be related to the enlargement of African / Northern American / European

Union and to the broadening of the range of cooperation areas. Thirdly, the activities can be related to specific

cultural areas in America / Africa / Asia / Europe (e.g. the traditional Nordic countries cooperation). Fourthly,

they can be related to specific sub-areas that involve cooperation between, e.g. EU member states and non-

member states (e.g. the broader context of Baltic cooperation). The essential feature of the activities is that they

are related overarching policy processes that promote African / Northern American / European integration in

the field of education and training and they may be supported by specific regional cooperation programmes.

The transnational projects that are supported with regional funding are expected to provide some kind of

regional added value while developing education and training.

Global Internationalization and Educational Development. The third sphere refers to the manifestations of

globalization that are related to broader international contexts and to arrangements that link different global

regions to each other. Firstly, the topics may be related to common policies and international recommendations

that are agreed in the international organizations (e.g. UNESCO, World Bank and ILO). Secondly, these may be

related to specific regional and interregional monitoring activities that are organized by diverse international

organizations (e.g. the institutes and regional offices of UNESCO). Thirdly, these may be related to bilateral

cooperation arrangements between developed and developing countries and to the work of the national

agencies that are supporting cooperation. Fourthly, these may be related to newer modes of cooperation that

link the activities of several developing countries, frameworks for donor cooperation and facilitating measures

of specific supporting organisations. The feature of the activities is that they are related to global policy

frameworks of international organisations that have to rely on intergovernmental agreements without direct

international funds. There may not be basis for organizing cooperation and exchanges between national experts

that are involved in inter-regional cooperation measures of education and training.

Concerning the role of internationalization and international development in education research, it appears that

many previously national-oriented research approaches are increasingly taking into account international aspects and

are involved in international research cooperation.

However, in such approaches the international aspects have been related to research that focuses on certain

parts of the educational system (e.g. school education, higher education or adult education) or on certain central

themes that are linked to educational development (e.g. evaluation of educational achievement, monitoring the

transition from school to work, analyzing the potential of virtual teaching-learning environments). Thus, international

issues or involvement in international cooperation are to be considered as corollary aspects that are attached to

research focusing on specific educational areas or thematic contexts. The international dimension does not necessarily

challenge the pre-given demarcation lines in educational development or the pre-given divisions of labour within the

educational research culture.

I wish to challenge the memebers of AERA and International Studies SIG to discuss the topic introduced above in

our subsequent SIG Newsletter. Welcome.

SPRING 2015 NEWSLETTER 4

Barbara Garii

International Studies SIG Program Chair

Our financials present a healthy balance of $6,339. We use a portion of our budget

each year to host the most cosmopolitan and friendly complimentary reception at

AERA following our SIG’s Annual Business Meeting.

See the AERA Annual Meeting schedule in this newsletter for Business Meeting and

Reception details. Please join us in Chicago!

AERA’s International Studies SIG presently has 189 members. It’s always a good time

to invite a colleague or student to join. For only $10 per year, you have access to a

world of scholars whose work covers an array of topics across the globe.

The link to join our SIG is:

http://www.aera.net/Membership/MyAERA/

MemberSales/tabid/11091/ViewName/SIG/

Default.aspx

Thursday April 16 Big Data in Globalized Environments Poster Session Expanding Global Perspectives Poster Session

Friday April 17 Global Culture, Diversity, and Educational Understanding Paper

Session Intercultural Learning Following an International Teaching

Experience: Preparing Intercultural Teachers for Social Justice Symposium

Global Impacts on Higher Education and Teacher Preparation Paper Session

Saturday April 18 Teachers and Student’s Perceptions in Global Classrooms Poster

Session International Studies SIG Business Meeting – 6:30-8PM

Sunday April 19 Questions About Systemic Reform in Global Environments Paper

Session Asia as Method: Interreferencing Discourses of Culture, Politics,

and Hegemony in Asia Symposium Challenges to Change Paper Session

Monday April 20 Developing 21st Century Skills for All Students: Results from the

International Study of City Youth Symposium Questions About Students, Teachers, and Learning in Global

Classrooms Poster Session Reaching the Marginalized: Frameworks for National and

International Actions on Education in Settings of Conflict and Fragility Symposium

Globalized Contexts for Collaboration, Change and Reform Paper Session

Shifting Paradigms in Schools and Classrooms Poster Session

Elizabeth C. Reilly

International Studies SIG

Secretary/Treasurer

International Studies SIG Secretary/Treasurer’s Update

2015 AERA International Studies SIG Programming Update

Reception

International Studies SIG

Saturday, April 18, 2015

8:30 p.m. to 10:30 p.m.

Morton’s, Wacker Place

65 E Wacker Place Chicago, IL, 60601 Ask for AERA International Studies SIG Reception on arrival

www.mortons.com/wacker/

SPRING 2015 NEWSLETTER 5

The 5th International Women Leading Education Conference is scheduled for

August 30 through September 3, 2015 in Hamilton, New Zealand. The

conference will be at the University of Waikato. http://www.waikato.ac.nz/

Women Leading Education was founded in 2006 and held its first conference in

Rome in 2007. The conference draws an eminent group of educational scholars

and practitioners whose work focuses broadly on issues of women leading

education across the continents. Graduate students or others whose work

supports or examines women in leadership are welcome.

The call for papers will be available in Spring 2015. All participants are invited to

submit a conference paper. Past conference proceedings have been

published as books or in special edition journals. See WLE’s latest publication

with Rowman & Littlefield Publishers at

https://rowman.com/ISBN/9781475802245

Scholarships to defray in-country costs (registration, accommodations, meals,

and most activities) are available through a separate application process.

For more information and updates, visit the conference website

at https://www.etouches.com/ehome/wle2015/info/?&, the WLE website at

http://www.thewle.com/home.html, or contact Elizabeth C. Reilly

at elizabeth.reilly@lmu.edu

Call for Conferences

SPRING 2015 NEWSLETTER 6

The 2015 Focal Meeting of the World Education Research Association (WERA)

will be held in conjunction with the European Educational Research Association

(EERA) at the European Conference on Educational Research (ECER). It will be

hosted by the Corvinus University of Budapest from September 8 to 11, 2015.

WERA is an association of major national, regional, and specialty education

research associations dedicated to sharing scholarship, developing networks,

and mutually supporting capacity building. The Focal Meeting is an integral

part of the European Conference on Educational Research (ECER), 2015.

Scope of Focal Meeting

The scope of the Focal Meeting is wide in its reach to include studies across the

life span from early learning to workforce and adult education and that take

place in formal and informal contexts of education and learning. The emphasis

of the Focal Meeting is on papers and symposia with a lens that is worldwide in

perspective. Otherwise there is no restriction on the education research topics

appropriate for consideration, although priority will be given to submissions that

focus on research and findings addressed to significant trends, issues, and

challenges worldwide.

Combined ECER and WERA Conference registration will open at the beginning

of April and will be available at https://www.conftool.com/ecer2015

Discounted early bird booking rates apply until 31 May 2015 after which full

conference rates will apply.

For further information visit: http://www.eera-ecer.de/ecer-2015-budapest/

SPRING 2015 NEWSLETTER 7

The 7th Classroom Teaching Research for All Students Conference (CTRAS) will

be hosted by California State University, Long Beach (CSU-LB),

Long Beach, California, USA, July 10-11, 2015.

The conference theme of the 7th CTRAS: Promoting classroom teaching

research through the exploration of effective instruction strategies to support

mathematics learning for All students, including struggling, special needs, and

excelling students.

Registration and Conference Fee

Early Registration: $150 before April 30, 2015

Regular Registration: $170 after April 30, 2015

Student Registration: $100 before April 30, 2015; $120 after April 30, 2015

Accompanying Person: $50, including closing event and dinner

For any inquiry about CSULB housing and local hotels, please send emails to

conference@ctras.net

The 9th Biennial Congress of the International Academy for Intercultural

Research: Realizing the potential of Cultural Diversity in the society and at the

workplace hosted by the Society and Workplace Diversity Research Group,

Department of Psychosocial Science, University of Bergen, Bergen, Norway.

The conference is scheduled for June 28 through July 2 in Bergen Norway.

For more information, visit the conference website: www.uib.no/en/node/45512

SPRING 2015 NEWSLETTER 8

The American Institutes for Research (AIR) presents The Research on

International Studies in Education (RISE) Webinar Series showcases research

using data from international studies and promotes sharing and discussion

about how data-based evidence can be used for improving educational

outcomes.

The first webinar in this series, International Contrasts in the Teaching Profession:

Results from the Teaching and Learning International Survey (TALIS), was held

on February 25, 2015 and discussed key issues including:

Most U.S. teachers are satisfied with their jobs but do not feel their

profession is valued by society. Do teachers in other countries generally

feel this way?

U.S. teachers spend more time on teaching than teachers in any other

country. What does this tell us?

U.S. teachers are engaged in multiple types of professional learning. How

does this compare with other countries?

The webinar can be viewed at http://www.air.org/event/international-

contrasts-teaching-profession-results-teaching-and-learning-international-survey

To receive emails about RISE and invitations to upcoming webinars, please

email RISE@air.org.

SPRING 2015 NEWSLETTER 9

New volumes of the Journal of International Students in Higher Education

published

The editorial team of the Journal of International Students in Higher Education is

pleased to share with you the new volumes in print and online.

Digital copies can be accessed at: http://jistudents.org/2015-volume-51/

For print copies, please contact us in the following address:

Editorial Office

Journal of International Students

2-31 Walker Hall, School of Education,

University of Louisiana at Monroe (USA)

Phone: 318-600-5743

E-mail: jistudents.submission@gmail.com

SPRING 2015 NEWSLETTER 10

Over the past five years, colleagues from the United States and China have been engaged in

collaborative, comparative international research. Below is a description of two main areas of

study and those involved:

1. International comparisons of effective teachings in the United States and China.

Researchers from the College of William and Mary (Leslie Grant, James Stronge, and

Patricia Popp),Yunnan Normal University (Sun Yaling), Stronge and Associates (Xu

Xianxuan), and the University of Connecticut (Catherine Little) engaged in a three-year

study investigating the beliefs and practices of award-winning teachers in the United

States and China. Their study was published in the August 2013 issue of Educational

Assessment, Evaluation and Accountability. In addition, they expanded their work into a

practical research-to-practice book, West Meets East: Best Practices by Expert Teachers

in the U.S. and China, published by the Association for Supervision and Curriculum

Development in May 2014. Grant, Stronge, Sun, Xu, and Fang Zheng of South China

Normal University are launching a new study in 2015 aimed at identifying the beliefs

and practices of effective teachers working with minority and border children in China.

2. National culture and student achievement.

Researchers from South China Normal University (Fang Zheng), the College of William

and Mary (Leslie Gran t, James Stronge, and Tom Ward), and Stronge and Associates

(Xu Xianxuan) have been engaged in examining national culture and student

achievement as measured by international assessments such as the PISA and TIMSS.

They published an exploratory study in August 2013, An International Comparison

Investigating the Relationship between National Culture and Student Achievement, and

have submitted an article for review focused on the relationships among national

culture, productivity, creativity, and student achievement.

If you’d like to learn more about these two research areas contact Leslie Grant, Assistant

Professor of Educational Leadership at the College of William and Mary (lwgran@wm.edu).

Ongoing Projects &

Invitation for participation in research

SPRING 2015 NEWSLETTER 11

Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study

International Report

Ability to use information and communication technologies (ICT) is an imperative for effective participation in

today’s digital age. Schools worldwide are responding to the need to provide young people with that ability.

But how effective are they? The IEA International Computer and Information Literacy Study (ICILS) responded

to this question by studying the extent to which young people have developed computer and information

literacy (CIL), which is defined as the ability to use computers to investigate, create, and communicate with

others at home, at school, in the workplace, and in society.

ICILS 2013—the first in international research to investigate students’ acquisition of CIL—was conducted

under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). It

builds on a series of earlier IEA studies focusing on ICT in education.

In 2013, researchers assessed almost 60,000 eighth grade students in more than 3,300 schools from 21

education systems. Data were also collected from almost 35,000 teachers in those schools and from school

ICT-coordinators, principals, and national research centers.

The ICILS 2013 international report, Preparing for Life in a Digital Age, presents the major findings from this

study. It provides an overarching comparative perspective on student achievement in CIL, the contexts for CIL

education, and how achievement relates to student characteristics and school contexts.

In general, the study findings challenge the notion of young people as “digital natives” with a self-developed

capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries

suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs.

Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in

using ICT for pedagogical purposes if such programs are to have the desired effect.

The ICILS 2013 international report is freely available online at:

http://link.springer.com/book/10.1007%2F978-3-319-14222-7.

The ICILS 2013 international database will be made available for download in March 2015 from the IEA Study

Data Repository: http://rms.iea-dpc.org/. There are a number of resources for researchers interested in

working with the datasets from ICILS or other IEA assessments—to learn more, visit:

http://www.iea.nl/data.html.

What are IEA’s next steps? A second cycle of ICILS is planned to be carried out in 2018. Development work on

the framework and instruments will commence in early 2015. For more information, see:

http://www.iea.nl/fileadmin/user_upload/Studies/ICILS_2018/IEA_ICILS_2018_Leaflet.pdf.

Announcement: International Association for the

Evaluation of Educational Achievement (IEA)

SPRING 2015 NEWSLETTER 12

Dr. Sandra L. Stacki (Hofstra University and

Dr. Supriya Baily (George Mason) present an

exciting new book, “Educating Adolescent

Girls Around the Globe: Challenges &

Opportunities”.

While many initial education benchmarks

are being met, new and continuing

challenges exist for adolescent girls in the

developing world. Discrimination, violence,

marginalization, and health-related issues

prevail, making proper education at the

middle school level crucial during this unique

development time. As we continue to see

the expectations for girls grow, education for

girls must also find a new place within the

evolving norms of political, economic,

cultural and social life.

This volume takes a global look at the obstacles and enablers in girls education

that can have lasting institutional, psychological and social consequences. It

looks at many complex issues affecting education for adolescent girls around

the world, including the underlying global demands for women in the formal

workforce and the universal impact of gender-based violence, and provides a

critical framework through which researchers may explore and critique these

complexities.

For more information visit the publisher’s website

http://www.routledgementalhealth.com/books/details/9781138781108/

Or the amazon link http://www.amazon.com/Educating-Adolescent-Girls-

Around-Globe/dp/113878110X

Book Announcement: Educating Adolescent Girls

Around the Globe: Challenges & Opportunities

SPRING 2015 NEWSLETTER 13

Dr. Gustavo Gregorutti (Andrews University) and Jorge Enrique Delgado

(University of Pittsburgh), present a new book, “Private Universities in Latin

America: Research and Innovation in the Knowledge Economy”.

Private Universities in Latin America discusses how private universities have

become and can be more proactive in supporting research, and the

implications of this for future institutional and national development. After

providing a historical overview of how Latin American private universities have

evolved to become successful research producers, Gregorutti and Delgado

analyze specific institutional reforms carried out to overcome cultural resistance

to change and implementation of policies related to teaching load,

productivity requirements, patent generation, technology transfer, and funding

mechanisms that support and stimulate faculty research activities.

The book will be available in May 2015. For more information visit the website: palgrave.com/page/detail/private-universities-in-latin-america-/?K=9781137479372

Tak C. Chan (Kennessaw State University, USA), Evan G.

Mense (Southeastern Louisiana University, USA), Kenneth E.

Lane (Southeastern Louisiana University, USA) and Michael D.

Richardson (Columbus State University, USA), have published

"Marketing the Green School: Form, Function, and the Future"

Marketing the Green School: Form, Function, and the Future

features the latest research surrounding the operational

efficiency, financial and legal considerations, and

effectiveness of environmentally friendly school systems, as well as the

integration of environmental education curriculum. Investigating the impact a

green environment has on student well-being and success, this book is an

essential reference source for school superintendents, school business

managers, contractors, architects, and civil engineers interested in the

development and promotion of green initiatives in educational institutions.

http://www.igi-global.com/book/marketing-green-school/104744

Book Announcement: Private Universities in Latin America: Research and Innovation in the Knowledge Economy

SPRING 2015 NEWSLETTER 14

Rowman & Littlefield Publishers has issued a contract for the 2016 publication of

International Perspectives on Women In Educational Leadership

International scholars and practitioners whose work reflects a broad range of

perspectives on women in educational leadership are invited to submit

chapter proposals. Elizabeth C. Reilly, Professor of Educational Leadership at

Loyola Marymount University and Diane E. Reed, Associate Professor at St. John

Fisher College, will co-edit the book.

The tentative themes of each section are as follows, but the editors and

publisher are open to others:

Philosophical and Theoretical Perspectives on Women in Educational

Leadership

Cultural, Social, and Political Factors Affecting Women in

Educational Leadership

Recruiting, Preparing, and Mentoring Women Leaders

Resilient and Persistent Women Leaders

Untold Challenges Facing Women Educational Leaders

Re-imagining Women in Educational Leadership

Please send a proposal of no more than 2,000 words (excluding references)

that addresses the following:

1. Overview of Chapter: Include the proposed title, a brief description of the

theme you are addressing or proposing, and any other relevant

information to set the context.

2. Preliminary Outline: Include an outline of the proposed chapter.

3. References: Provide selected references that you may include in the

chapter.

4. Discussion of Expertise: Include brief biographies of each proposed author

and their selected, recent publications. (The last 2-5 years are sufficient.)

The proposal submission is due May 15, 2015, and notification of acceptance

will be June 15, 2015. Tentative deadline for accepted and completed book

chapters is November 15, 2015.

Send inquiries and completed proposals to

Elizabeth C. Reilly at

elizabeth.reilly@lmu.edu.

Call for Book Chapter Proposals from International Scholars

SPRING 2015 NEWSLETTER 15

National Academy of Sciences Report

SPRING 2015 NEWSLETTER 16

To download the full Report for free (login required), visit

http://www.nap.edu/catalog/18970/building-infrastructure-for-international-collaborative-research-in-the-social-and-

behavioral-sciences.

SPRING 2015 NEWSLETTER 17

Dr. Christopher H. Tienken has been appointed as a visiting scholar at the

Universita’ degli Studi Roma Tre, in Rome, Italy for the 2015-2016 academic

year. Here, Dr. Tienken will be studying with Dr. Sandra Chistolini, learning about

the previously unknown progressive approaches of Italian curriculum developer

Giuseppina Pizzigoni

Dr. Tienken has also recently co-authored and published the article,

“International test rankings and student academic performance: It’s the

economy stupid” In D. Sharpes (Ed.), Handbook on comparative and

international education. Edison, NJ: Wiley and Sons Publishing.

Publications by Dr. Steven J. Klees

o Klees, S.J. & Edwards Jr., D.B. (2014). "Knowledge production and

technologies of governance in education," In T. Fenwick, E. Mangez,

& J. Ozga (Eds.), World Yearbook of Education 2013: Governing

knowledge: Comparison, knowledge-based technologies and

expertise in the regulation of education. New York: Routledge.

o Klees, S. and Qargha, O. “Equity in Education: The Case of UNICEF

and the Need for Participative Debate, “ Prospects, 44, 3, 2014.

o Klees, S. “A Pedagogy of Resistance: Reflections on a Critical

Approach to Teaching in Comparative and International

Education,” Journal of Postcolonial Directions in Education,” 3, 1,

2014.

Publications by Dr. Don Sharpes

o “Cutbacks Help to Put VA Affair in Perspective.” The Arizona

Republic, May 25, 2014, p. F6.

o “Ea, not Noah.” The State Press, March 27, 2014.

o “Unflattering Theory Why Bonds Failed.” Scottsdale

Republic, January 10, 2014, p. 4.

o “Anticipating Dread Exploits.” A poem in Emeritus Voices, Vol.11,

2014, p. 39.

o “Teacher Attitudes Toward Muslim Student Integration into Civil

Society: A Report from Six European Countries” (with L. R.

Schou). Policy Futures in Education, Vol. 12, Number 1. 2014, pp. 50-

58.

Publications, Awards & Updates

SPRING 2015 NEWSLETTER 18

o “American Economic Decline, A Consequence of Lower

Educational Standards.” US-China Education Review, August 2014,

Vol. 4, No. 8, pp. 560-566.

o “U.S. Hubris in the Middle East.” The New York Times, October 8, 2014.

o Review of D.C. Berliner, G. V. Glass & Associates. 50 Myths and Lies

that Threaten America’s Public Schools. (New York: Teachers College

press, 2014). Education Review,November 24, 2014.

Roger C. Shouse, Associate Professor of Education at Penn State University is

serving as a Visiting Professor in the School of Public Administration, Sichuan

University, Chengdu, China, for the 2014-2015 academic year where he is

teaching courses on comparative leadership, U.S. government, and leadership

as portrayed in popular film.

Laura C. Engel, George Washington University, recently published the article,

"Citizenship education and national (re)formations: Reflections from Spain" in

the journal, Education, Citizenship, and Social Justice.

Dr. Lawrence O. Picus from the USC Rossier School of Education. Recently

published Picus, L.O., Goertz, M.E., and Odden, A.R. (2015). Intergovernmental

Aid Formulas and Case Studies. In Ladd, H.F and Goertz, M.E. eds. Handbook

of Research in Education Finance and Policy, 2nd ed. New York,

NY: Routledge in association with the Association for Education Finance and

Policy (AEFP).

Dr. Ann Toler Hilliard won the Best Paper Award "Leadership is Needed to

Promote Adult Literacy in Problem Solving Using Technology" at the

International Business and Education Conference, Oct 2014

Dr. Hilliard was also recognized for her Commitment to Research Excellence

in the College of Education at Bowie State University, May 2014

In 2014, the International Education Program at the George Washington

University launched a UNESCO Chair in International Education for

Development. The themes of the Chair focus on education for global

citizenship and social inclusion. The Chair holder is James Williams, Associate

Professor of international education and international affairs, and co-chairs are

Laura Engel, assistant professor of international education and international

affairs and Bernhard Streitwieser, assistant professor of international education.

On March 6, the UNESCO Chair will sponsor a conference on Unpacking

Education and the Civic Good.

SPRING 2015 NEWSLETTER 19

Officers Board Members Awards Committee

President

Johanna Lasonen

University of South Florida

lasonen@usf.edu

(2013-2016)

Program chair

Barbara Garii

SUNY Oswego

garii@oswego.edu

(2012-2016)

Secretary/Treasurer

Elizabeth Reilly

Loyola Marymount University

Elizabeth.reilly@lmu.edu

(2013-2016)

• Jennifer DeBoer

deboerj@purdue.edu

Purdue

(2011-2014)

• Lee Hean Lim

leehean.lim@nie.edu.sg

National Institute of

Education, Nanyang

Technological University

(2010-2013)

• Ming Fang He

mfhe@georgiasouthern.edu

Georgia Southern University

(2011-2014)

• Stefan Thomas Hopmann

Stefan.hopmann@univie.ac.at

(2011-2014)

• Daniel A. Wagner

wagner@literacy.upenn.edu

Univ of Penn - GSE/NCAL-ILI

(2011-2014)

• James Campbell

St John's University

campbell@stjohns.edu

(2013-2016)

• Hsiu-Zu Ho

UC-Santa Barbara

ho@education.ucsb.edu

(2013-2016)

• Sharon O'Connor-Petruso

CUNY-Brooklyn College

oconnorpetrusos@brooklyn.cuny.edu

(2013-2016)

Coordinators

Webmaster

Sharon O’Connor-Petruso

CUNY-Brooklyn College

Oconnorpetruso@brooklyn.cuny.edu

(2003-16)

Newsletter Editor

Jennifer DeBoer

Purdue

deboerj@purdue.edu

(2013-2016)

Acknowledgements:

Heartfelt thanks to S. Zahra Atiq,

Purdue doctoral student, for her

editorial support on this issue.