李静娴

发布者：杨赟发布时间：2025-01-02浏览次数：10

个人简介

李静娴，上海师范大学讲师，于2024年在美国南加州大学(University of Southern California) 教育学院取得博士学位。李静娴的研究领域为教师教育（数学教育），具体研究方向包括（1）教师专业能力的测量评价（2）人工智能技术支持的教师培训项目设计与效用评价，（3）教师自主学习与专业发展。她的研究旨在通过提高当前教师队伍的质量，扩大学生获得高质量学习机会的途径，从而进一步促进教育资源的公平分配。

教育经历

2024  美国南加州大学  博士

2017   美国范德堡大学  硕士

2014    华东师范大学  学士

成果发表

  1. Li, J., & Copur-Gencturk, Y (2024). Perceptions vs. Performance: Assessing teacher learning in asynchronous online professional development. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13020-3


  1.  Li, J., & Copur-Gencturk, Y*. (2024). Learning through teaching: The development of 3. pedagogical content knowledge among novice mathematics teachers. Journal of Education for Teaching,50(4). https://doi.org/10.1080/02607476.2024.2358041


  1. Copur-Gencturk, Y*., Li, J., Atabas, S. (2024). Improving teaching at scale: Can AI be incorporated into professional development to create interactive, personalized learning for teachers? American Educational Research Journal.61(4). https://doi.org/10.3102/00028312241248514


  1. Copur-Gencturk, Y*., Li, J., Cohen, A. S., & Orrill, C. H. (2024). The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial. Computers & Education, 210, 104963. https://doi.org/10.1016/j.compedu.2023.104963


  1. Copur-Gencturk, Y*., & Li, J. (2023). Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth. Teaching and Teacher Education, 121, 103949. https://doi.org/10.1016/j.tate.2022.103949


  1. Ezaki, J., Li, J., & Copur-Gencturk, Y*. (2023). Teachers’ knowledge of fractions, ratio, andproportional relationships: The relationship between two theoretically connected content areas. International Journal of Science and Mathematics Education. 1-21. https://doi.org/10.1007/s10763-023-10372-z