Monthly Archives: October 2013

Dr. William Barba’s Message for Students and Parents

Dr. William Barba, Professor in the Department of Educational Leadership and Policy, welcomed all of the parents at the New Student Orientation over the summer 2013. There were eight sessions in total and each session had between 350-400 parents attending. Dr. Barba gave the parents a background of what to expect in college and what […]

alumni arena

William BarbaDr. William Barba, Professor in the Department of Educational Leadership and Policy, welcomed all of the parents at the New Student Orientation over the summer 2013. There were eight sessions in total and each session had between 350-400 parents attending. Dr. Barba gave the parents a background of what to expect in college and what obstacles and benefits that their students might find at a research university such as UB.

A Message for Students and Parents

 

 

 

 


Dr. Bruce Johnstone’s Chapter Presented in a Invitational International Symposium in Honor of Dr. Philip Altbach in Massachusetts

An invitational international symposium held in April 2013 honored Dr. Philip Altbach, former University at Buffalo Professor and founder of GSE’s Center for Comparative and Global Studies in Education, who went to Boston College to found the Center for International Higher Education, the principal center of its kind in the world. The symposium introduced a […]

JohnstoneAn invitational international symposium held in April 2013 honored Dr. Philip Altbach, former University at Buffalo Professor and founder of GSE’s Center for Comparative and Global Studies in Education, who went to Boston College to found the Center for International Higher Education, the principal center of its kind in the world. The symposium introduced a Festschrift in honor of Dr. Altbach published in 2013 by Springer entitled At the Forefront of International Higher Education. Dr. Johnstone’s chapter in the Festschrift is Tuition Fees, Student Loans, and Other Manifestations of Cost-Sharing: Variations and Misconceptions.


Dr. Raechele Pope Receives 2013 Annuit Coeptis Award

Dr. Raechele Pope, Associate Professor and Coordinator of Higher Education Student Affairs Program of the Department of Educational Leadership and Policy, received the 2013 Annuit Coeptis Award by the American College Personnel Association (ACPA). ACPA’s Annuit Coeptis Award is given to a Senior Professional for her commitment to the student affairs profession and for her […]

Raechele PopeDr. Raechele Pope, Associate Professor and Coordinator of Higher Education Student Affairs Program of the Department of Educational Leadership and Policy, received the 2013 Annuit Coeptis Award by the American College Personnel Association (ACPA). ACPA’s Annuit Coeptis Award is given to a Senior Professional for her commitment to the student affairs profession and for her outstanding accomplishments as a student affairs professional.

One of the ACPA colleagues has eloquently summed up the 2013 Annuit Coeptis honoree: “For nearly ninety years that ACPA has been a powerful presence and voice for student affairs professionals, many fine individuals have emerged to lead, shape, and advance the association. Raechele Pope is one of those individuals who has shown a distinct commitment to linking scholarship with practice. Recognizing her with Annuit Coeptis Award acknowledges her substantial impact.”

Dr. Pope was recognized as a 2013 honoree at the ACPA Leadership and Corporate Partner’s Reception on March 3, 2013 in Las Vegas.


Dr. Bruce Johnstone’s Invited Presentation at Equity in Higher Education for Economic Development Symposium in Denmark

Dr. Bruce Johnstone was invited at the end of January 2013 to present at a Symposium, Equity in Higher Education for Economic Development, sponsored by Aarhus University and Empower European Universities (EEU). Dr. Johnstone’s presentation was entitled Higher Education’s Worldwide Dilemmas, which focused on Europe’s access – equity dilemma in light of the following ten propositions: […]

JohnstoneDr. Bruce Johnstone was invited at the end of January 2013 to present at a Symposium, Equity in Higher Education for Economic Development, sponsored by Aarhus University and Empower European Universities (EEU). Dr. Johnstone’s presentation was entitled Higher Education’s Worldwide Dilemmas, which focused on Europe’s access – equity dilemma in light of the following ten propositions:

  1. high and annually increasing costs and revenue needs at rates generally exceeding the prevailing rates of inflation;
  2. a preoccupation with classical research universities and a relative neglect of public shorter cycle alternatives;
  3. high & unsustainable drains on tax revenues for pensions and health care;
  4. resulting imperative for (a) lower unit costs and (b) more non-tax revenues;
  5. complicated by the great political resistance in virtually all European countries to regular, significant, & sustainable tuition fees;
  6. the inability of economies to absorb all projected increasing numbers of university graduates in high knowledge content jobs;
  7. resulting in rising levels of graduate unemployment and unmanageable debts;
  8. exacerbated by the persistence of high failure and non-completion rates on the participation margin;
  9. the high correlation of the participation margin with those who are poor, from linguistic and ethnic minority groups, and from single parent families;
  10. political & social ambivalence and lack of consensus on clash between: (1) the fact of persistent inequalities; and (2) the fact of higher education more likely to accentuate than to mitigate widening social class disparities.

Dr. Jaekyung Lee Named Honorary AERA Fellow

GSE Dean Jaekyung Lee has been named an honorary fellow of the American Educational Research Association. The purpose of the AERA Fellows Program is to honor education researchers with substantial research accomplishments, to convey the association’s commitment to excellence in research, and to enable the next generation of emerging scholars to appreciate the value of […]

LeeJaekyungGSE Dean Jaekyung Lee has been named an honorary fellow of the American Educational Research Association. The purpose of the AERA Fellows Program is to honor education researchers with substantial research accomplishments, to convey the association’s commitment to excellence in research, and to enable the next generation of emerging scholars to appreciate the value of sustained achievements in research and the breadth of scholarship worthy of recognition.

The AERA Fellows Program is intended to recognize excellence in research and be inclusive of the scholarship that constitutes and enriches education research as an interdisciplinary field. Fellows are nominated by their peers, selected and recommended by the Fellows Committee, and approved by the AERA Council, the association’s elected governing group.

In addition to his role as dean, Dr. Lee is a professor from the Department of Counseling, School, and Educational Psychology. His scholarly research agenda includes education accountability policy and high-stakes testing; P-16 education pathways and school interventions; educational equity and achievement gaps; and international and comparative research. He was previously recognized by AERA with their 2007 Early Career Award.


Dr. Lois Weis Elected to National Academy of Education

SUNY Distinguished Professor Lois Weis, from the Department of Educational Leadership and Policy, has been elected to membership in the National Academy of Education (NAEd). The academy advances the highest quality education research and its use in policy formation and practice. Founded in 1965, NAEd consists of U.S. members and foreign associates who are elected […]

Lois Weis_newSUNY Distinguished Professor Lois Weis, from the Department of Educational Leadership and Policy, has been elected to membership in the National Academy of Education (NAEd). The academy advances the highest quality education research and its use in policy formation and practice. Founded in 1965, NAEd consists of U.S. members and foreign associates who are elected on the basis of outstanding scholarship related to education.

In addition to serving on expert study panels that address pressing issues in education, members are also deeply engaged in NAEd’s professional development programs such as the NAEd/Spencer Postdoctoral Fellowship Program and NAEd/Spencer Dissertation Fellowship Program.

Dr. Weis is considered one of the most preeminent researchers in the world today on economic and social class issues as they broadly relate to schools and educational institutions. Her ethnographic research has provided new ways to understand and further study the connection between and among social class, race, gender, schooling, and the global economy, and she is widely known for breaking new theoretical and methodological ground related to these issues.

During her 35-year career Dr. Weis has been a prolific scholar, having authored or co-authored 23 books, 60 journal articles, and 45 book chapters. Her research has been supported by generous grants from the Association for Institutional Research, Carneige Foundation, National Science Foundation, and the Spencer Foundation, and she has been on the editorial boards of numerous leading journals in education. Most recently Dr. Weis served as an editor of the American Educational Research Journal, widely considered the most prestigious research journal in the education field.

Dr. Weis is a winner of the outstanding book award from the Gustavus Meyers Center for the Study of Bigotry and Human Rights in North America. She is an Honorary Fellow of the American Educational Research Association, and has delivered invited lectures worldwide, most recently at Beijing Normal University; Minzou University in China; University of Almeria, Spain; and the University of Southampton, UK.

 

 


CAS-GSE Awarded E Funding for Collaborative Proposal

The College of Arts and Sciences and the Graduate School of Education have been awarded E Funding for their collaborative proposal, A Human Capital Agenda for Educational and Economic Development. The proposal’s agenda aims to generate collaborative research on major educational policy issues including the efficiency of comparative education/financing systems, the private and social returns […]

The College of Arts and Sciences and the Graduate School of Education have been awarded E Funding for their collaborative proposal, A Human Capital Agenda for Educational and Economic Development.

The proposal’s agenda aims to generate collaborative research on major educational policy issues including the efficiency of comparative education/financing systems, the private and social returns on investments in learning and training, and the role of human capital in promoting economic development. Human capital is increasingly recognized as the engine of economic growth and social mobility in the global information economy of the 21st century.

GSE faculty contributing to the proposal include Dr. Jaekyung Lee, Dr. Bruce Johnstone, Dr. Jeremy Finn, Dr. Janina Brutt-Griffler, Dr. Nathan Daun-Barnett, and Dr. Stephen Dunnett.


Educational Administration

Doctor of Philosophy (Ph.D.) with a major in Educational Administration Admission to the Ph.D. program requires a master’s degree. Students who have completed UB’s master’s program in Educational Administration will need to complete at least an additional 43 credit hours. Students who have completed an approved master’s degree, or postmaster’s certification, elsewhere will need to […]

Doctor of Philosophy (Ph.D.) with a major in Educational Administration

Admission to the Ph.D. program requires a master’s degree. Students who have completed UB’s master’s program in Educational Administration will need to complete at least an additional 43 credit hours. Students who have completed an approved master’s degree, or postmaster’s certification, elsewhere will need to complete at least an additional 52 hours. Transfer hours up to 24 credits will be awarded on a course-by-course basis and should be requested soon after admission to the program. A special justification must be made in writing to the Graduate School for transferring any courses that were completed over 10 years ago. A minimum of 76 credit hours are required for graduation. These requirements for the Ph.D. degree must be met within seven years from matriculation, one year of which must be full-time residency.

Degree requirements are as follows:

A. Educational Administration                                                        A minimum of 24 cr.

Students select courses in order to obtain both a breadth of understanding across the field of Educational Administration (e.g., instructional, managerial and political areas) and a depth of understanding or specialization within a particular area of interest to the student (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).

B. Cognates                                                                                            A minimum of 18 cr.

Students are expected to develop two cognates (with a minimum of 9 credits in each): (A) a cognate in at least two areas of educational foundations (such as sociology of education, philosophy of education, educational psychology, and history of education); and (B) a cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (a), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).

C. Research                                                                                           A minimum of 15 cr.

At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.

D. Dissertation                                                                                   10 – 12 crs.

Total Required Credits                                                                                                  76 cr.


Dr. Bruce Johnstone’s Invited Presentations at the 12th Annual Beijing Forum and International Forum on the Economics of Education in China

Dr. Bruce Johnstone was invited to speak in November 2012 at the 12th Annual Beijing Forum, an international conference approved by the Ministry of Education and sponsored by the Beijing Municipal Government, Peking University, and the Korea Foundation. The overall theme was The Harmony of Civilizations and Prosperity for All. I addressed the panel entitled: Improve Education […]

JohnstoneDr. Bruce Johnstone was invited to speak in November 2012 at the 12th Annual Beijing Forum, an international conference approved by the Ministry of Education and sponsored by the Beijing Municipal Government, Peking University, and the Korea Foundation. The overall theme was The Harmony of Civilizations and Prosperity for All. I addressed the panel entitled: Improve Education in the Changing World Economy: Quality, Equity, and EfficiencyDr. Johnstone’s paper was entitled Financial Austerity and the Prospect of Profound Change in Higher Education.

Group photo China Nov 2012

2012 Annual Conference of the Chinese Society for Economics of Education

Immediately after, and in conjunction with, the Beijing Forum and the Annual Conference of the Chinese Society for Economics of Education, Dr. Johnstone presented another paper at the International Forum on the Economics of Education. This paper was entitled The Politics of Higher Education: Common Misunderstandings about the Financing of Higher Education and was published (in Chinese) in Peking University Education Review, Vol. II, No. 2, 2013. Among the ten propositions that Dr. Johnstone labelled as misunderstandings were, for examples:

  • High public sector tuition fees (e.g., in the range of 30 to 50 percent of instructional costs) reflects a prevailing political/ideological assumption that most of the benefits of higher education are private. Similarly, low or no tuition fees reflects the view that the benefits are predominantly social, or public; or
  • If a country is persuaded that public sector tuition fees are financially necessary (whether up-front or deferred) and that student loans must be offered (whether to cover tuition fees and the costs of student living or both), the loans should be repayable as a percentage of future earning rather than repayable on a fixed schedule of payments, like a mortgage or a conventional consumer loan.

International Journal of Applied Linguistics

Overview The  International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.     Aims and Scope […]

Overview

The  International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.

 

 

Aims and Scope

The International Journal of Applied Linguistics publishes articles that focus on the mediation between expertise about language and experience of language. The journal seeks to develop an awareness of the way language works, how it affects peoples’ lives, and what interventions are desirable and feasible to make in differing domains of language use and learning.

Articles in InJAL should explicitly address the ‘So what?’ question: How do ideas, observations, results, suggestions presented in a paper relate to actual ‘real world’ problems involving language? How could or should what is discussed in a paper be followed up, or followed through, to practical proposals? Is there a convincing explicit connection between the disciplinary areas the author draws on and the domains where people engage with language? The journal thus conceives of applied linguistics as essentially being a process which seeks a negotiated settlement of language problems through the reconciliation of different and sometimes conflicting perspectives.

Within all possible domains and fields of applied linguistics, InJAL focuses on those most closely related to language use and learning in society: language policing, as the interplay of policy and practice; language in professions as the main domains of adult socialization; language in public discourse and media, the link between all other domains in an increasingly globalized and specialized world; translating between languages and registers, as the default mode of communication in a multilingual and heterogloss work-devided society. A fifth InJAL strand focuses on hidden topics in applied linguistics: swearing and taboo language for instance, all the yet under researched and delicate issues that counterpoint decent societal language use and its established investigation.

The language of this journal is English, but its concerns are by no means confined to what goes on in English native-speaking communities. We want to encourage submissions that show what issues in applied linguistics arise in different regions and cultures, and how far they might call for different perspectives and different kinds of mediation. What we are interested in is how the particular and the general are inter-related – in short, papers which are international in the sense that they show explicitly how local issues of language use or learning exemplify more global concerns.

Society Information

The International Journal of Applied Linguistics (InJAL) is published in co-operation with AILA since 2007. The union promotes the goal of encouraging international scholarship that both the Journal and the Association share.

AILA is the acronym for Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics.

AILA is the international federation of national or regional associations of Applied Linguistics. Through its member associations, AILA currently has a membership of more than 8.000 individuals worldwide who as researchers, policy makers or practitioners are active in the field of Applied Linguistics.

Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods and results of Linguistics or by developing new theoretical and methodological frameworks in Linguistics to work on these problems. Applied Linguistics differs from Linguistics in general mainly with respect to its explicit orientation towards practical, everyday problems related to language and communication.

The problems Applied Linguistics deals with range from aspects of the linguistic and communicative competence of the individual such as first or second language acquisition, literacy, language disorders, etc. to language and communication related problems in and between societies such as e.g. language variation and linguistic discrimination, multilingualism, language conflict, language policy and language planning.

AILA is a Non-Governmental Organization (NGO) having FCR (Formal Consultative Relations) with UNESCO.

Visit AILA’s website for further information.

Free Online Sample Issue

You can now access a free online sample issue of the International Journal of Applied Linguistics – simply click here

Editorial Board

Editors
Janina Brutt-Griffler
The State University of New York at Buffalo Graduate School of Education
505 Christopher Baldy Hall
Buffalo, New York 14260
bruttg@buffalo.edu

Daniel Perrin
Institute of Applied Media Studies
Zurich University of Applied Sciences
Zur Kesselschmiede 35
P.O. Box, CH-8401 Winterthur
Switzerland
daniel.perrin@zhaw.ch

Editorial Assistant
Jess Harris
injal@editorialoffice.co.uk

Advisory Board
Juliane House (Hamburg), Sue Gass (Michigan State), Kurt Kohn (Tübingen), Anna Mauranen (Helsinki), Tim McNamara (Melbourne), Kumiko Murata (Waseda), Dennis Preston (Michigan State), Ben Rampton (London), Barbara Seidlhofer (AILA representative), Merrill Swain (Ontario), Arturo Tosi (London), Henry Widdowson (Vienna)