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Global Metrics, Local Resistance: Education Policy, Technology, and the Politics of Learning
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall ASession Type: Poster Session
Abstract
This poster session brings together diverse studies exploring how education policies, politics, and technologies shape teaching and learning across contexts. Papers examine trans students’ declining sports participation amid political backlash in Wisconsin, teacher burnout under China’s Double Reduction Policy, teacher preparation programs at Minority-Serving Institutions, and shifting narratives of PISA and policy borrowing. Other studies analyze discursive uses of global assessments and privacy concerns in generative AI. They reveal tensions linking equity, reform, and innovation.
Sub Unit
Papers
A Contemporary Map of Educational Knowledge Borrowing/Transfer: What is New? - Ngoc Kim Tuyen Pham, Texas Tech University; Jeasik Cho, Texas Tech University; Romario Montaño-Ramos, Texas Tech University
A PISA the Puzzle: Effects of the Establishment of the Programme for International Student Assessment on Education Reform - Marcia Yang, Stanford University; Sofia Wilson, Stanford University; Patricia Bromley, Stanford University; Sean F. Reardon, Stanford University
Investigating the Role of Privacy Concerns in the Use of Generative AI: A Moderated Double Mediation Effect among Arts Students in Chinese Universities - Yating Wang, Beijing Normal-Hong Kong Baptist University; Yi Ronald Ding, Beijing Normal-Hong Kong Baptist University
Less For Students, More For Teachers: Role Stress, Burnout, And Satisfaction Under China’s Double-Reduction Policy - Pengyu Lin, Wenzhou-Kean University; Jingyu Ma, Wenzhou-Kean University; Qingqing Zhou, University of Illinois at Urbana-Champaign; Jiayue Zhang, Wenzhou-Kean University; Qian Li, Wenzhou-Kean University
Sidelined: How Policy Debates Shaped Trans Students’ Sports Involvement and Physical Activity Trends in Wisconsin - Erin Gill, University of Pennsylvania; Benjamin Lebovitz, University of Wisconsin - Madison; Mollie McQuillan, University of Wisconsin - Madison
The discursive uses of PISA results: What can they tell us about ideas of development? - Alicia Rocio Elias-Caballero, Teachers College, Columbia University
Organizational Functions of Teacher Preparation Programs at Minority-Serving Institutions - Lillie Ko-Wong, University of California - San Diego