Dr. Jamal Abedi is a Professor of educational measurement at the University of California, Davis. His research interest includes studies in the areas of psychometrics and test development. His recent works include studies on the validity of assessment, accommodation, and classification for English language learners (ELLs) and ELLs with disabilities. He serves on assessment advisory boards for a number of states and assessment consortia as an expert in testing ELLs. Abedi is the recipient of the 2003 Outstanding Contribution Relating Research to Practice award by the American Educational Research Association, the 2008 Lifetime Achievement Award by the California Educational Research Association, the 2013 National Association of Test Directors: Outstanding Contribution to Educational Assessment, the 2014 University of California, Davis: Distinguished Scholarly Public Service Award, the 2015 UC Davis School of Education Outstanding Faculty award and the 2016 AERA E.F. Lindquist Award. He holds a Master's degree in psychology and a Ph.D. degree in psychometrics from Vanderbilt University.
His research mainly focuses on the assessment and recommendation of English language learners.
James L. Moore III
James L. Moore III
University:The Ohio State University
Phone:+1 (614) 688-5429
Dr. James L. Moore III is the vice provost for Diversity and Inclusion and chief diversity officer at The Ohio State University, while serving as the first executive director of the Todd Anthony Bell National Resource Center on the African American Male. He is also the inaugural EHE Distinguished Professor of Urban Education in the College of Education and Human Ecology. From 2015 to 2017, He served as a program director for Broadening Participation in Engineering in the Engineering Directorate at the National Science Foundation in Arlington, Virginia, and, from 2011 to 2015, He was an associate provost for Diversity and Inclusion at The Ohio State University, where he managed numerous programs and units. He is internationally-recognized for his work on African American males. His research agenda focuses on school counseling, gifted education, urban education, higher education, multicultural education/counseling, and STEM education, and he is often quoted, featured, and mentioned in popular publications, such as the New York Times, Columbus Dispatch, Spartanburg Herald, Cincinnati Enquirer, Journal of Blacks in Higher Education, Chronicle of Higher Education, and Diverse: Issues in Higher Education. In both 2018 and 2019, he was cited by Education Week as one of the 200 most influential scholars and researchers in the United States, who inform educational policy, practice, and reform.
His research agenda focuses on the following: (a) how educational professionals, such as school counselors, influence the educational/career aspirations and school experiences of students of color (particularly African American males); (b) socio-cultural, familial, school, and community factors that support, enhance, and impede academic outcomes for preK-20 African American students (e.g., elementary, secondary, and postsecondary); (c) recruitment and retention issues of students of color, particularly African Americans, in preK-12 gifted education and those high-potential college students in science, technology, engineering, and mathematics (STEM) majors; and (d) social, emotional, and psychological consequences of racial oppression for African American males and other people of color in various domains in society (e.g., education, counseling, workplace, athletics, etc.).
Assistant Professor, Taiwan
University:National Pingtung University of Science and Technology
Dr. Chin-Hui Chen pursued her Ph.D. in language and communication research at Cardiff University, the UK and has published papers on issues regarding media representations of older adults, and conversational patterns in communication with older adults. Her research interest is applied sociolinguistics in relation to aging, older age, and older people. She has been working on research projects focusing on the rationales and conversational strategies used in various communicational contexts with older people, such as long-term home care, life-long learning, or intergenerational first encounter talks.
Her research interest mainly involves critical discourse analysis, media and communication, ageing and discourse analysis, sociolinguistics, language use and social interactions (particularly with older people).
Department:Department of Chinese Language and Literature, Faculty of Arts Humanities
Jie XU received his BA in Chinese Language and Literature from Henan University, China in 1981, MA in Chinese Linguistics from the Central China Normal University in 1984, MA in Asian Languages and Linguistics from University of Hawaii in 1988, and PhD in Linguistics from University of Maryland at College Park in 1993. He taught Chinese language and Linguistics at the National University of Singapore, Henan University, and Central China Normal University from 1993 to 2008 before joining the faculty of the University of Macau. He is a Distinguished Professor of Chinese Linguistics and Department Head in the Department of Chinese Language and Literature, Faculty of Arts and Humanities, the University of Macau. His publications include Ten Essays on Chinese Descriptive Grammar, (Henan Education Press, 1993), Grammatical Principles and Grammatical Phenomena (Peking University Press, 2001), Sentence Head and Sentence Structure (Longman, 2003), Language Planning and Language Education (Xuelin, 2007), Formal Aspects of Chinese Grammar (World Scientific, 2016), and over fifty journal articles published in China, Japan, Singapore, Hong Kong, the Netherlands, and the USA.
His research mainly focuses on Language Planning, Grammatical Theory, Chinese Linguistics, Language Acquisition, Language Education.
Assistant Professor, USA
Department:Department of Modern and Classical Languages
University:George Mason University
Phone: 703-993-1220, 703-993-1823
Manako Fujiwara was born and raised in Kyoto, Japan. She came to the U.S. as a graduate student at Arkansas University in 1991, majoring Communication Studies. At the same time, I taught Japanese as a Graduate Teaching Assistant. She got a job as a Teaching Specialist at the University Minnesota and taught various levels of Japanese courses. She became a doctoral student in Communication Studies at the University of Minnesota. She is focus area of study was intercultural and interpersonal communication. Her dissertation was about difference in communication among friends between the U.S. and Japan. She got an instructor position in Japanese at Winona State University, MN. Since 2007, She has been teaching Japanese language and culture at George Mason University.
Her focus area of study was multilingualism in Japan and/or among Japanese. She would like to know their current status, pros and cons to be a multi-language speaker. She was also interested to see if there is any relations between multilingualism and cultural relativism. Her prediction would be that if a person is multilingual, this person would be more tolerant to cultural diversity. She is more accepting the cultural difference they may face in different situations.