Poster Presentations

Poster presentations at vCIES-2021 will be asynchronous. They will be posted on-line for viewing and comments from April 25 through May 2. These are instructions for submitting the posters to be uploaded. The accepted posters for vCIES-2021 are:

 

No. Title Authors & Affiliations
1. Black Teachers, Higher Education Faculty and the Post-Racial Cuban Revolution Angela Crumdy, The Graduate Center, CUNY; Ebony Terrell Shockley, University of Maryland
2. Preparedness of Preservice Teachers’ Towards the Use of Mobile Devices in Nigeria. Oluwafikayo E Adewumi, Oklahoma State University; Tutaleni I. Asino, Oklahoma State University; Kushal Jha, Oklahoma State University
3. Higher education and Identity development of Nigerian females – A qualitative study Yetunde S Alabede, Bowling Green State University; Hyeyoung Bang, Bowling Green State University
4. Parents Characteristics and children E-learning during the Covid-19 Era Anastasia Nyawira Gakuru, Uon Lecturer; margaret wanjiru nyokabi
5. Could leisure activities contribute to the well being of youth developing in an extreme context? The case of Malagasy youth Laurie Decarpentrie, Université du Québec à Montréal; Tegwen Gadais, UQAM; Claude Belanger, Université du Québec à Montréal
6. Towards Multilingual Education in the Comoros Islands: Lessons from Rwanda and Haiti Kako Yamada, University of Pennsylvania; Jazmon Prenatt, Prospective Graduate Student in International Educational Development
7. Youth well being during COVID-19 pandemic : echos from the south of Madagascar Laurie Decarpentrie, Université du Québec à Montréal; Tegwen Gadais, UQAM; Claude Belanger, Université du Québec à Montréal; Alice Randrianarisoa, Ordre National des Psychologues de Madagascar; Sitraka Rivosoa Rakotondrasoa, Ordre National des Psychologues de Madagascar
8. New learner-centered materials to foster a culture of responsibility and trustworthiness in research Katharina Miller, H2020 Path2Integrity
9. Between the Poor People’s Campaign, Cognitive Development & Education: School, Society & #Representation Laronnda V Thompson, Penn GSE
10. Priority setting among autistic adults to develop a research agenda to address health outcomes Stephen Shore, Adelphi University; Teal Benevides, Augusta University, College of Allied Health Sciences
11. Social Change Through the Arts: Reconciling Intergenerational Trauma in Cambodia Amy S Yang, University of Pennsylvania; Uma Trivede, University of Denver
12. More than a Solitary Noun: A Framework for Defining Play in Early Childhood Education Charlotte A Wright, Teachers College, Columbia University
13. Finding the key points of school reform: Reflections based on data from 28 secondary schools in China during COVID-19 Yi Su, Beijing Normal University
14. Are Chinese students rational thinkers in evaluating benefits and costs of studying in the U.S.? Rita Yu, Portledge School
15. The Impact of COVID-19 in the Lives of Students at Teachers College, Columbia University: A Case Study Carolyn Swen, Teachers College, Columbia University
16. The effects of trauma on children’s learning in Yemen Abdulrahman Mohammed Bindamnan, University of Pennsylvania; Aiyana Monet Ross, University of Pennsylvania
17. The eco-brick construction project: building sustainability while educating and engaging the community Minseung Kim, The Lawrenceville School
18. Empower teachers, empower students: the importance of confidence and training for climate change education Seungmin Han, Shattuck-St. Mary’s School
19. Education for sustainable development as pedagogical praxis in rural Guatemala: opportunities and challenges Ryan Cho, Choate Rosemary Hall
20. Virtual Reality as a source of environmental education Yongjin Park, Deerfield Academy
21. Sustainability across sectors: a case study of Long Way Home’s green curriculum Kyle Shon, Sage Hill School
22. Pedagogies and strategies for delivering sustainability infused core-subject lessons Estefanía Pihen González, UCSB
23. Educating the impact of noise pollution and mental health Jungsuk Lee, Northfield Mount Hermon
24. RTE Forum: A Civil Society Effort for Universalization of Education Ambarish Rai, Right to Education (RTE) Forum; Srijita Majumder, Research and advocacy coordinator, RTE Forum
25. Mothers, Grandmothers, and Local NGOs: Perspectives from West Bengal on Supporting Young Children from Marginalized Backgrounds Paromita De, DIYA Solutions LLC
26. Hearing disability education during the COVID-19 pandemic Sean Yu
27. Accessing higher education from low quality secondary school in rural Kenya Miku Ogawa, Osaka University
28. The Role of Culture in the In-class Learning Experience of International Students in an American schooling system Tani Snyder, Florida International University
29. E-Learning approach as a solution to face the change in context Rimonda Ramzy Welson, Catholic Relief Services(CRS)
30. Comparative and International Education Research: Considering Sustainable Research Methodologies Max Crumley-Effinger, Loyola University Chicago; Tavis Jules, Loyola University Chicago; Syed Amir Shah
31. Transforming a “Culture of Shame”: Promoting Comprehensive Sexuality Education in Indonesian Schools InJung Cho, Graduate School of Asia-Pacific Studies, Waseda University; David Childress, Independent researcher
32. Landscape report on the promise of Ed Tech in refugee camps during a pandemic. Sean Yu, Student; Mahjabeen Raza, New York University
33. Promoting Social Responsibility through International Service-Learning Experiences Kelly Torres, The Chicago School of Professional Psychology; Lord Giddie, TCSPP
34. Understanding Experiences of Indigenous Students in Higher Education Maryluz Hoyos Ensuncho, University of Missouri – Columbia
35. “Empowering” women through education: Comparing perspectives from international development and academic discourses Emily Rae Leyava, Florida State University
36. Lessons from collaboration with Community Health Volunteers to support learning continuity for the most marginalized girls in Kenya during school closures Donvan Amenya, Education Development Trust; Rachael Fitzpatrick, Education Development Trust; Ella Page, Education Development Trust
37. Teaching English in a rural school: challenges and opportunities through teachers’ voices (case study of Rykov high school, Kazakhstan) Aigerim Kadylova, Astana University; Raikhan Saniyazova, Rykov High School
38. Enhancing the literacy rate through online education in developing countries Wootak Chung, Korea International School Jeju
39. Rapid Adaptation to Changing Contexts: Strengthening E-learning in Iraq Stanley Currier, IREX; Lori Mason, IREX
40. COVID-19, the digital divide, and intersecting vulnerabilities: the case of Haitian immigrant children in the Dominican Republic Yoonsung Kim, Korea International School
41. Technology and Its Downfall on Education Eli Yoo, Hicksville High School
42. Understanding Parents’ Reasons and Motivations for Enrolling in a Two-Way Dual Language Immersion Elementary School in Orange County, California Brooke BT Phan, University of California, Los Angeles
43. Making at school: A study of making class and STEM career interest Wei Tang, University of Pittsburgh; Keith Trahan, Collaborative for Evaluation and Assessment Capacity, University of Pittsburgh; Cindy Tananis, Collaborative for Evaluation and Assessment Capacity, University of Pittsburgh
44. Developing Safe and Supportive Schools: Using Human-Centered Design to Improve Educational Outcomes in Changing Contexts Jenna Mitchler, Public Education
45. Reimagining Blended Curriculum Design and Development during Covid-19: Implication for African Pedagogical Advancement Malau David Matsepe, JSADTU; Mugwena Maluleke, South African Democratic Teachers Union
46. Who came to play?: new actors in the international school market in Shenzhen, China Sijie Li, The University of Pennsylvania, International Educational Development Program
47. Adapting Refugee Teacher Training Models to Ad Hoc Schools on the US-Mexico Border Andrianna Dorothy Smela, University of Pennsylvania
48. Welcoming the foreign: hospitality, inclusion, and assimilation of migrant childhood in Latin-Americans schools Indira Granda, Centro de Estudios Avanzados en Niñez y Juventud (Cinde y Universidad de Manizales)
49. Situating the COVID-19 Crisis as a Catalyst for Overcoming Barriers to Higher Education for Young Women in Bengaluru, India Rachel Caroline Phipps, University of Pennsylvania – Graduate School of Education – International Educational Development Program (IEDP)
50. Quality Assurance and Accreditation in Afghanistan Higher Education:  A Literature and Document Review Tabasum Wolayat, Old Dominion University; Mitchell Williams, Old Dominion University
51. No student, no money: Limitations and opportunities of student driven university funding in Kazakhstan Rita Kasa, Nazarbayev University; Ali Ait Si Mhamed, Nazarbayev University
52. Studying Coronavirus (COVID-19) and Global Higher Education: Evidence for Future Research and Practice Roy Y. Chan, Lee University
53. SES and the Choice of Test-optional Policy in Korea EunJung Paik, Penn State University
54. Reimaging Critical Pedagogy: A Multiple Case Study with Graduate Teaching Assistants Amplifying Diverse Undergraduate Student Perspectives through Dialogic Discourse Andrea Lorraine Gambino, University of California Los Angeles
55. Doctoral education making researchers or teaching professionals? Findings from a systematic research review Anna-Carin Jonsson, University of Gothenburg, Department of Education and Special Education; Sverker S:son Lindblad, University of Gothenburg; Gun-Britt Wärvik, University of Gothenburg
56. Social-emotional learning program to promote learning among primary school students with disabilities Beilei Guo, University of Rochester
57. The Impact of Covid 19 on Children with Disabilities: An International Perspective Keita Rone Wilson, University of Louisiana at Lafayette
58. Intercultural Bilingual Education in the Age of Globalization Bridgette Renee Springer, University of Pennsylvania; Leslie Gabriela Cordova, University of Pennsylvania; Katherine Elizabeth Stewart, Student
59. Why English? Exploring the implications of the global language in education through the lens of post-colonialism. Alexis Golden, UPenn GSE; Amrita Sridhar Narayanan, Graduate Student at University of Pennsylvania
60. Digital Learning Strategies in Latin America During the COVID-19 Pandemic: Policy Views and Teacher Experiences Romina Quezada Morales, Teachers College, Columbia University
61. Teaching at the Right Level in Mexico: evaluation in Literacy and Numeracy Felipe Hevia, CIESAS-MIA; Samana Vergara-Lope, Universidad Veracruzana
62. Doing the WORQ: USAID’s Workforce Outcomes Reporting Questionnaire Christopher Ying, US Agency for International Development; Rebecca Pagel, USAID
63. Creating and Sustaining a More Inclusive Approach to improving Achievement and Overall School Effectiveness Nancy P Autin, University of Louisiana at Lafayette
64. Conflict resolution programs in elementary schools: do they work? Seungrok Lee, Ridgewood High School
65. Equity Demerits in Meritocracy Education: The Global Pandemic, Media Reporting, and Stakeholder Resistance to India’s High-Stakes Board Exam System Eddie Boucher, Michigan State University
66. Narratives in History Text books Aanchal Gidra, University of Pennsylvania
67. Supporting pedagogical reform in the Maldives: Exploring the role of leading teachers Rhonda Di Biase, The University of Melbourne
68. Exam cheating in school: The experience of Cambodian students Mitsuko Maeda, Osaka Jogakuin University
69. International Graduate Students’ Student Experience at a Canadian University: A Narrative-Inquiry Study Aide Chen, Western University; Yan Su, Western University
70. What Does it Mean to be a First-Generation Student Cross-Culturally? Kristi Bright, Oklahoma State University
71. Readjustment of returning scholars: A comparative analysis of the experiences of students from Kazakhstan, Cambodia and Malaysia Aliya Kuzhabekova, Nazarbayev University; Kairat Moldashev, Narkhoz University; Chan Da Wan, University Sains Malaysia
72. Instruction about concepts of Race and Racism for International Students in Higher Education; A document analysis of two 4-Year Institutions Akosua Ako-Addo, Teachers College, Columbia University
73. How changing from on-site to online classes influenced graduate students’ learning strategies: lessons from the COVID-19 pandemic Akemi Ashida, WASEDA University; Hiroki Ishizaka, Naruto University of Education
74. Exploring Hmong American College Students’ Study Abroad Motivations Pashouably Vang, Teachers College, Columbia University
75. Job Satisfaction predictors for Secondary School Teachers in Kazakhstan: Secondary analysis of TALIS-2018 results Akmaral Karabay, Nazarbayev University Graduate School of Education
76. Teacher’s Perspectives on Trauma-Informed Professional Development to better Support of Refugee Students in the Classroom Catherine Hidalgo Jara, University of Pennsylvania
77. Systemic Perspective of Analyzing and reforming teacher education and professional management in Zimbabwe – Learnings for the world Venkatesh Reddy, Independent Consultant
78. Online Learning and Training Collaborations for Teachers and Local Communities in Rural Kenya:  In the COVID-19 Era Hyewon Lee, Mtree/Johns Hopkins Bloomberg School of Health; Ji Won Song, Mtree; Young Eun Sin, Mtree; Hellen Okoth, Mtree; Linda Kemoli, Mtree; Chung Min Yoon, University of California, Los Angeles, Mtree,Inc.
79. Reimagining in-service teacher professional development: the ‘Sahyogi Dal project’ in Pune, India Ashwini Maslekar, Student, Graduate School of Education, University of Pennsylvania
80. A better tomorrow: education and reform in juvenile detention centers Kareena Ashok Pamani, University of Pennsylvania
81. America’s new youth crisis: addressing youth suicides through public policy and community support joshua Park, Bergen County Academies
82. From local community of Bogota to Olympic Games: description of youth Colombian experiences throughout a sport for development program. Tegwen Gadais, UQAM; Natalia Varela, Universidad del Externado, Bogota, Colombia; Sandra Vinazco, Université du Québec à Montréal (UQAM); Mauricio Garzon, School of Kinesiology, University of Montreal
83. FOMO amongst youth during the COVID-10 pandemic Brian J Park, Regis High School
84. “Nepali Youth Power”: a case study of social media in youth-led humanitarian organization post-2015 earthquake(s) Phoenix Kenney, University of Cambridge
85. Risk of E-Learning during the COVID-19 pandemic Hyeongseok Kim, Loomis Chaffee School
86. Exploring the Lifelong Influences of Japanese One-year Study Abroad in the US over 50 Years: An Humanist Approach Sarah R. Asada, Kyoritsu Women’s University