Featured Speakers

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Barbara Byrne, professor Emeritus at the University of Ottawa, presented, "Testing for Instrument Equivalence across Cultural Groups: Procedures, Issues, and Complexities." Byrne's talk explored the nature of multigroup comparisons and the assumptions of item measurements and dimensionality that underly construct(s).

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Michael Kane is the Samuel J. Messick Chair in Test Validity at ETS. He presented, "The Argument-Based Approach to Validation." Validity is associated with the interpretations and uses proposed for assessment scores, rather than with the scores themselves or the assessment. Validation evaluates the plausibility of claims being made, and in order to do this effectively, it is important to know what these claims are and what assumptions they entail.

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Holmes Finch, professor Ball State University presented, "Group Invariance Assessment in Latent Class Analysis." Latent class analysis (LCA) is widely statistical technique for identifying subgroups in the population based upon multiple indicator variables. Finch described multiple statistics for detecting group invariance in the conduct of LCA, including a chi-square difference test and several information indices. The effectiveness of these methods was compared with a simulation study and demonstrated related to the Youth Risk Behavior Survey (YRBS).

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Reza Badiee spoke about his life and activism in Iran. He discussed the years of torture he experienced and the meanings he gleaned from his experiences. He also discussed Iran's and the Middle East's past, present, and future, and discussed positive steps for the future.

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Cheryl-Anne Poth, assistant professor University of Alberta presented, "The Unique Contribution of the Mixed Methods Researcher." Poth highlighted the need for making explicit the unique contribution a mixed methods practitioner makes within a research team in order to build credibility of the research team. Poth's findings have implications for future educational mixed methods education.

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Li-Fang Zhang, professor of education at The University of Hong Kong, spoke on the nature of intellectual styles and the challenges they present.

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Seung-Ming Alvin Leung, dean of education The Chinese University of Hong Kong, presented, " The Career Development of Chinese University Students: Empirical findings on the Effects of Parental Expectations, Filial Piety, and Cultural-Values Conflict." Leung used studies to examine the effects of collective cultural-values on the career development of Chinese university students.

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Buket Akkoyunlu, professor of Education at Hacettepe University, gave a talk entitled, "Technology Related-Research in Turkey."

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Roxanna Moreno, Professor University of New Mexico, presented, "Instructional Technology: Creating a Window of Cognitive Engagement for STEM and Teacher Education." Moreno discussed how technology might serve the goal of promoting science, technology, engineering, mathematics (STEM) and teacher education? Moreno reviewed her research program aimed at applying a cognitive-affective theory of learning with media to guide the design of educational technology.

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Robert Calfee, Emeritus Professor at Stanford University, presented, "When Reading Comprehension is Not Enough." These students certainly face new challenges, but the greatest of these may be that it suddenly matters what they read and how they read it. This presentation was co-sponsored by the Center for Instructional Innovation and the Department of Educational Psychology.