Meghívott előadók
Plenáris előadók
Horn Dániel
HUN-REN Közgazdaság- és Regionális Tudományi Kutatóközpont - Közgazdaságtudományi Intézet, Budapesti Corvinus Egyetem, Budapest, Magyarország
Tudományos főmunkatárs, egyetemi docens
Horn Dániel PhD, közgazdász, a HUN-REN Közgazdaság- és Regionális Tudományi Kutatóközpont Közgazdaságtudományi Intézetének (KRTK KTI) tudományos főmunkatársa, az oktatás-gazdaságtan és munkapiac kutatócsoport vezetője, 2020 óta a Budapesti Corvinus Egyetem habilitált egyetemi docense. Főbb kutatási területe az oktatási rendszerek eredményességének és méltányosságának adat alapú ökonometriai elemzése. 2017 óta futó kutatási programjában a tanulók nem-kognitív képességeit és ezek összefüggését vizsgálja a kognitív képességekkel és a társadalmi háttérrel, ösztönzött laboratóriumi kísérletek segítségével. Kollégáival kétévente jelenteti meg a „Közoktatás Indikátorrendszere” című kiadványt.
Dániel Horn, PhD, economist, senior research fellow at the Institute of Economics of the Centre for Economic and Regional Studies (KRTK KTI), head of the research group on education economics and labour market; since 2020 he is an associate professor at the Corvinus University of Budapest. His main research interest is the data-driven econometric analysis of the effectiveness and equity of education systems. Since 2017, he has been investigating students' non-cognitive skills and their relationship with cognitive skills and social background, using incentivized laboratory experiments. Together with colleagues he contributes to the biannual "Indicators of Public Education in Hungary" volume.
Mirosław Pawlak
Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland
Assessing individual differences in SLA research: Issues and challenges
Professor
Mirosław Pawlak is Professor of English at the Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and the Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland. His research interests include form-focused instruction, corrective feedback, learner autonomy, learning strategies, motivation, willingness to communicate, emotions in L2 learning and teaching, study abroad, English-medium instruction, and pronunciation teaching. Mirosław Pawlak is Editor-in-Chief of journals Studies in Second Language Learning and Teaching and Konin Language Studies, and the book series Second Language Learning and Teaching (Springer). He has published over three hundred books, edited collections, book chapters and journal articles.
Workshop
Carrie Holmberg
Assistant Director of Assessment and Evaluation at the Center for Innovation in Applied Education Policy at San José State University
Assistant Director
Carrie Holmberg, Ed. D., is the Assistant Director of Assessment and Evaluation at the Center for Innovation in Applied Education Policy at San José State University. A researcher and preservice teacher educator, Carrie lectures in the Department of Teacher Education. After earning her bachelor’s degree in English at Stanford University and a master’s in education in the Stanford Teacher Education Program, Carrie taught at a comprehensive Title I high school in Silicon Valley for nearly a decade. She has extensive experience mentoring new teachers. Carrie twice earned her National Board Certification. She also worked with the Stanford Partner School Induction Program and the Santa Cruz/Silicon Valley New Teacher Program for many years.
Dr. Holmberg’s scholarship has appeared in The English Journal, California English, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Educational Measurement, and the 4th International Encyclopedia of Education.
Carrie has served as chair of the Classroom Assessment Special Interest Group (SIG) for the American Educational Research Association (AERA) and currently serves as co-chair of the Planning Committee for the California Council on Teacher Education’s annual fall conference on Feedback for Deep Equity.
Dr. Holmberg is author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, 2023) with Dr. Brent Duckor.
She can be reached at carrie.holmberg@sjsu.edu.
Brent Duckor
Professor in the Department of Teacher Education at San José State University. Dr. Duckor is the Executive Director of the Center for Innovation in Applied Education Policy at San José State University
Professor
Brent Duckor, Ph.D., is professor in the Department of Teacher Education at San José State University. Dr. Duckor is the Executive Director of the Center for Innovation in Applied Education Policy at San José State University. He also serves as a core faculty member and doctoral advisor in the Ed.D. Educational Leadership program at the Lurie College of Education.
He began his secondary school teaching career at Apáczai Nevelési Központ Gimnázium in Pécs, Hungary from 1989-1991. He then taught government, economics, and history at Central Park East Secondary School in New York City in the 1990s. With the passage of No Child Left Behind, Brent returned to earn a doctorate at the University of California, Berkeley and study educational measurement, testing, and assessment in the Quantitative Methods and Evaluation program at the Graduate School of Education.
Brent’s research on formative assessment and teachers’ understanding and use of classroom assessment is informed by his work as a former high school teacher at a nationally renowned urban high school in New York City. He has worked to support innovation in teacher licensure exams in state and national contexts. Both his scholarship and teaching foregrounds a developmental perspective on teachers’ growth and empowerment in the teaching profession. His scholarship has appeared in Teachers College Record, Journal of Teacher Education, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Applied Measurement, Journal of Educational Measurement and most recently, the 4th International Encyclopedia of Education.
Dr. Duckor is author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, 2023) with Dr. Carrie Holmberg.
He can be reached at brent.duckor@sjsu.edu
Plenáris előadók
Horn Dániel
HUN-REN Közgazdaság- és Regionális Tudományi Kutatóközpont - Közgazdaságtudományi Intézet, Budapesti Corvinus Egyetem, Budapest, Magyarország
Tudományos főmunkatárs, egyetemi docens
Horn Dániel PhD, közgazdász, a HUN-REN Közgazdaság- és Regionális Tudományi Kutatóközpont Közgazdaságtudományi Intézetének (KRTK KTI) tudományos főmunkatársa, az oktatás-gazdaságtan és munkapiac kutatócsoport vezetője, 2020 óta a Budapesti Corvinus Egyetem habilitált egyetemi docense. Főbb kutatási területe az oktatási rendszerek eredményességének és méltányosságának adat alapú ökonometriai elemzése. 2017 óta futó kutatási programjában a tanulók nem-kognitív képességeit és ezek összefüggését vizsgálja a kognitív képességekkel és a társadalmi háttérrel, ösztönzött laboratóriumi kísérletek segítségével. Kollégáival kétévente jelenteti meg a „Közoktatás Indikátorrendszere” című kiadványt.
Dániel Horn, PhD, economist, senior research fellow at the Institute of Economics of the Centre for Economic and Regional Studies (KRTK KTI), head of the research group on education economics and labour market; since 2020 he is an associate professor at the Corvinus University of Budapest. His main research interest is the data-driven econometric analysis of the effectiveness and equity of education systems. Since 2017, he has been investigating students' non-cognitive skills and their relationship with cognitive skills and social background, using incentivized laboratory experiments. Together with colleagues he contributes to the biannual "Indicators of Public Education in Hungary" volume.
Mirosław Pawlak
Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland
Assessing individual differences in SLA research: Issues and challenges
Professor
Mirosław Pawlak is Professor of English at the Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and the Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland. His research interests include form-focused instruction, corrective feedback, learner autonomy, learning strategies, motivation, willingness to communicate, emotions in L2 learning and teaching, study abroad, English-medium instruction, and pronunciation teaching. Mirosław Pawlak is Editor-in-Chief of journals Studies in Second Language Learning and Teaching and Konin Language Studies, and the book series Second Language Learning and Teaching (Springer). He has published over three hundred books, edited collections, book chapters and journal articles.
Workshop
Carrie Holmberg
Assistant Director of Assessment and Evaluation at the Center for Innovation in Applied Education Policy at San José State University
Assistant Director
Carrie Holmberg, Ed. D., is the Assistant Director of Assessment and Evaluation at the Center for Innovation in Applied Education Policy at San José State University. A researcher and preservice teacher educator, Carrie lectures in the Department of Teacher Education. After earning her bachelor’s degree in English at Stanford University and a master’s in education in the Stanford Teacher Education Program, Carrie taught at a comprehensive Title I high school in Silicon Valley for nearly a decade. She has extensive experience mentoring new teachers. Carrie twice earned her National Board Certification. She also worked with the Stanford Partner School Induction Program and the Santa Cruz/Silicon Valley New Teacher Program for many years.
Dr. Holmberg’s scholarship has appeared in The English Journal, California English, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Educational Measurement, and the 4th International Encyclopedia of Education.
Carrie has served as chair of the Classroom Assessment Special Interest Group (SIG) for the American Educational Research Association (AERA) and currently serves as co-chair of the Planning Committee for the California Council on Teacher Education’s annual fall conference on Feedback for Deep Equity.
Dr. Holmberg is author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, 2023) with Dr. Brent Duckor.
She can be reached at carrie.holmberg@sjsu.edu.
Brent Duckor
Professor in the Department of Teacher Education at San José State University. Dr. Duckor is the Executive Director of the Center for Innovation in Applied Education Policy at San José State University
Professor
Brent Duckor, Ph.D., is professor in the Department of Teacher Education at San José State University. Dr. Duckor is the Executive Director of the Center for Innovation in Applied Education Policy at San José State University. He also serves as a core faculty member and doctoral advisor in the Ed.D. Educational Leadership program at the Lurie College of Education.
He began his secondary school teaching career at Apáczai Nevelési Központ Gimnázium in Pécs, Hungary from 1989-1991. He then taught government, economics, and history at Central Park East Secondary School in New York City in the 1990s. With the passage of No Child Left Behind, Brent returned to earn a doctorate at the University of California, Berkeley and study educational measurement, testing, and assessment in the Quantitative Methods and Evaluation program at the Graduate School of Education.
Brent’s research on formative assessment and teachers’ understanding and use of classroom assessment is informed by his work as a former high school teacher at a nationally renowned urban high school in New York City. He has worked to support innovation in teacher licensure exams in state and national contexts. Both his scholarship and teaching foregrounds a developmental perspective on teachers’ growth and empowerment in the teaching profession. His scholarship has appeared in Teachers College Record, Journal of Teacher Education, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Applied Measurement, Journal of Educational Measurement and most recently, the 4th International Encyclopedia of Education.
Dr. Duckor is author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, 2023) with Dr. Carrie Holmberg.
He can be reached at brent.duckor@sjsu.edu
Szeged
