Based on different language systems and educational practices of their respective countries, hypo... more Based on different language systems and educational practices of their respective countries, hypotheses were made regarding how 15-year-old students from Shanghai-China and the US might differ in the 5 reading subskills designated in the Programme for International Student Assessment (PISA) when they have the same overall reading ability (i.e., when their overall reading ability is controlled for). A multilevel analysis was conducted to test the hypotheses using the PISA 2009 reading dataset. When we controlled for students' overall reading ability, individual socioeconomic status (SES), and school mean SES, Shanghai-Chinese students performed significantly better in integrating and interpreting than US students. Further, when we controlled for students' overall reading ability and school mean SES, US students showed significantly higher performance in reading non-continuous texts than Shanghai-Chinese students, whereas US students showed significantly lower performance in reading continuous texts. The results of this study can inform reading instruction and learning in the 2 countries.
In this column, we take up the significance
of global perspectives in shaping critical literacy
t... more In this column, we take up the significance of global perspectives in shaping critical literacy through a web seminar project, Global Conversations in Literacy Research (GCLR) ( http://globalconversationsinliteracy. wordpress.com ). GLCR highlights diverse and international literacy issues through the voices of world-renown scholars via open-access web seminars. Online literacy practices such as web seminars play an important role in promoting educational advocacy and initiating transformative relations among teachers and scholars when most professional development (PD) programs fail to support a network of like-minded, yet diverse professionals around the globe (Behbehanian & Burawoy, 2014 ). Our aim, therefore, is to report on how GCLR web seminars, situated within global and local perspectives, contribute to the transformative agenda of educational policy.
ABSTRACT How professional development is delivered in today's networked world has shifted... more ABSTRACT How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the complex nature of questions and discussions that emerge in and across a critical literacy Web seminar project, Global Conversations in Literacy Research (GCLR), a series of open-access Web seminars that engage global audiences in discussions around literacy theory, research, and practice. This article addresses the following research questions: (1) When initial questions are posed, how are the discussion questions taken up by participants and speakers in this critical literacy Web seminar project? (2) What learning occurs in online professional development spaces grounded in critical literacy?
Based on different language systems and educational practices of their respective countries, hypo... more Based on different language systems and educational practices of their respective countries, hypotheses were made regarding how 15-year-old students from Shanghai-China and the US might differ in the 5 reading subskills designated in the Programme for International Student Assessment (PISA) when they have the same overall reading ability (i.e., when their overall reading ability is controlled for). A multilevel analysis was conducted to test the hypotheses using the PISA 2009 reading dataset. When we controlled for students' overall reading ability, individual socioeconomic status (SES), and school mean SES, Shanghai-Chinese students performed significantly better in integrating and interpreting than US students. Further, when we controlled for students' overall reading ability and school mean SES, US students showed significantly higher performance in reading non-continuous texts than Shanghai-Chinese students, whereas US students showed significantly lower performance in reading continuous texts. The results of this study can inform reading instruction and learning in the 2 countries.
In this column, we take up the significance
of global perspectives in shaping critical literacy
t... more In this column, we take up the significance of global perspectives in shaping critical literacy through a web seminar project, Global Conversations in Literacy Research (GCLR) ( http://globalconversationsinliteracy. wordpress.com ). GLCR highlights diverse and international literacy issues through the voices of world-renown scholars via open-access web seminars. Online literacy practices such as web seminars play an important role in promoting educational advocacy and initiating transformative relations among teachers and scholars when most professional development (PD) programs fail to support a network of like-minded, yet diverse professionals around the globe (Behbehanian & Burawoy, 2014 ). Our aim, therefore, is to report on how GCLR web seminars, situated within global and local perspectives, contribute to the transformative agenda of educational policy.
ABSTRACT How professional development is delivered in today's networked world has shifted... more ABSTRACT How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the complex nature of questions and discussions that emerge in and across a critical literacy Web seminar project, Global Conversations in Literacy Research (GCLR), a series of open-access Web seminars that engage global audiences in discussions around literacy theory, research, and practice. This article addresses the following research questions: (1) When initial questions are posed, how are the discussion questions taken up by participants and speakers in this critical literacy Web seminar project? (2) What learning occurs in online professional development spaces grounded in critical literacy?
Uploads
of global perspectives in shaping critical literacy
through a web seminar project, Global Conversations
in Literacy Research (GCLR) ( http://globalconversationsinliteracy.
wordpress.com ). GLCR highlights
diverse and international literacy issues through
the voices of world-renown scholars via open-access
web seminars. Online literacy practices such as web
seminars play an important role in promoting educational
advocacy and initiating transformative relations
among teachers and scholars when most professional
development (PD) programs fail to support a network
of like-minded, yet diverse professionals around the
globe (Behbehanian & Burawoy, 2014 ). Our aim,
therefore, is to report on how GCLR web seminars,
situated within global and local perspectives, contribute
to the transformative agenda of educational
policy.
of global perspectives in shaping critical literacy
through a web seminar project, Global Conversations
in Literacy Research (GCLR) ( http://globalconversationsinliteracy.
wordpress.com ). GLCR highlights
diverse and international literacy issues through
the voices of world-renown scholars via open-access
web seminars. Online literacy practices such as web
seminars play an important role in promoting educational
advocacy and initiating transformative relations
among teachers and scholars when most professional
development (PD) programs fail to support a network
of like-minded, yet diverse professionals around the
globe (Behbehanian & Burawoy, 2014 ). Our aim,
therefore, is to report on how GCLR web seminars,
situated within global and local perspectives, contribute
to the transformative agenda of educational
policy.