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个人简介：
姓名：杜亮
学校：北京师范大学
系所：教育部高校人文社会科学重点研究基地北京师范大学教师教育研究中心
地址：北京新外大街19号北京师范大学教育学院
电话：86-10-62200965转803
电子邮件：du@bnu.edu.cn
教育背景：
1996年 北京师范大学教育系教育管理专业学士学位
2001年 北京师范大学教育系外国教育史专业硕士学位
2002年 英国剑桥大学教育学院政治、民主与教育专业硕士学位（MPhil.）
2002至今 美国纽约州立大学教育领导与政策系教育社会学专业在读博士
工作经历：
1996-1998年 广东省广州市天河区棠下小学教师；
2002-2006年 纽约州立大学布法罗分校教育领导与政策系研究生助理；
2006-2007年 课题组成员，纽约州立大学布法罗分校教学系CVCV课题组（City Voices, City Visions Digital Composing Project / Department of Learning and Instruction）；
2008- 年 北京师范大学教育学院讲师
研究领域：
教育社会学，教师教育，教育与民族/文化身份认同建构，全球化与教育，教育平等，公民教育
学术成果：
承担课题
《公民教育视野中的教师民族身份认同与特色学校建设》，北京市教育科学“十一五”规划2008年度重点课题；
发表论文、著作
2002：《古希腊教育思想的萌芽》，载于张斌贤、方晓东主编《外国教育思想通史（第二卷）》，湖南教育出版社，第55-97页。（该书系荣获第六届国家图书奖。）
2004 ：Foreign-Born Faculty Members in US Higher Education. In David Vater and Greg Dimitriadis. Eds. New Scholars, New Directions: Proceedings of the Tenth Annual University at Buffalo Graduate School of Education Student Research Symposium. Buffalo, NY: GSE Publications, University at Buffalo, pp.66-83.
2008：“Community, Ethnic Identity, and Social Discourse: Case Study of the Impact of Model Minority Myth on a Suburban Chinese American Community”. In Guofang Li. Ed. Model Minority Myths Revisited: An Interdisciplinary Approach to Demystifying Asian American Education Experiences. Charlotte, NC.: Information Age Publishing Inc., pp.65-88.
(即将出版)
Learning to be Chinese Americans: Community, Education, and ethnic identity. Lanham, MD.: Lexington Books. 部分学术会议报告
2003:School Related Experience of Chinese American High School Students: Stereotype and Heterogeneity. New York Conference on Asian Studies (NYCAS). Buffalo, NY, USA.
2004:Language and Power: A case study of foreign-born faculty members in the US higher educational institutions. Paper presented at Comparative and International Education Society (Northeast Region) Annual Meeting. Washington, D.C. USA.
2006:Community-based education and formation of ethnic/cultural identity of Chinese American youth: A case study. Annual meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.
Ethnic Education and Diaspora Identity: Case study of a Chinese American Community. Canadian Asian Studies Association (CASA) conference. Montreal, Canada.
2007:Periphery or Center? - Community Education and Ethnic Identity in a Chinese American Community. Annual meeting of the American Educational Research Association (AERA), Chicago, IL, USA.
2008:Globalization and Local Ethnic Identity: Case study in a Chinese American community. Annual Meeting of Eastern Sociological Society. New York, USA.
学术培训班
2006:Measuring student Achievement in Large-Scale International Assessments. American Educational Research Association, San Francisco, CA USA.
参加学术团体：
American Educational Research Association (美国教育研究会)
Canadian Asian Studies Association (加拿大亚洲研究会)
Eastern Sociological Society （美东区社会学协会）
荣誉：
2000年 中国教育基金会及北京师范大学贵州支教团优秀成员
2001-2002年 威尔士亲王剑桥志奋领奖学金（Prince of Wales (Cable & Wireless) Cambridge Chevening Scholarship）
2002-2006年 纽约州立大学校长奖学金（Presidential Fellowship）
CURRICULUM VITAE
Liang Du, Ph.D.
Assistant Professor
Center for Teacher Education Research (CTER)
School of Education
Beijing Normal University
Beijing, China 100875
Tel: 86-10-62200965 ext. 803
E-mail: du@bnu.edu.cn
Educational Background
Ph.D., Social Foundations, The State University of New York at Buffalo, USA (2008)
M.Phil., Politics, Democracy & Education, University of Cambridge, UK (2003)
M.A., History of Education, Beijing Normal University, China (2001)
B.A., Education, Beijing Normal University, China (1996)
Research Interests
Identity formation of contemporary Chinese; the impact of globalization on local communities and minority education; and the relationship between community education and local identities.
Grants
Teacher’s ethnic identity and the creation of culture-featured schools: from a perspective of citizenship education, Planning Office of Educational Science of Beijing, 2008;
An international comparative study of the development of k-12 school teachers, Ministry of Education, China, 2008.
Research and Publications
Publications
(Forthcoming). Learning to be Chinese Americans: Community, Education, and ethnic identity. Lanham, MD.: Lexington Books.
(2008). “Community, ethnic identity, and social discourse: Case study of the impact of model minority myth on a suburban Chinese American community”. In G. Li & L. Wang (Eds.). Model Minority Myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Charlotte, NC.: Information Age Publishing Inc., pp.65-88.
Du, L. (2004) Foreign-born faculty members in US higher education. In D. Vater and G. Dimitriadis. (Eds.) New scholars, new directions: Proceedings of the Tenth Annual University at Buffalo Graduate School of Education Student Research Symposium (pp.66-83). Buffalo, NY: GSE Publications, UB,.
Du, L. (2002). Guxila jiaoyu sixiang de mengya (The origins of Ancient Greek educational thoughts). In B. Zhang & X. Fang (Eds.), Waiguo jioayu sixiang tongsi (A general history of foreign educational thoughts) (pp. 55-97). Changsha, Hunan: Hunan Education Press. (In Chinese).
Part of Recent Presentations
Du, L. (2008, February). Globalization and Local Ethnic Identity: Case study in a Chinese American community. Annual Meeting of Eastern Sociological Society. New York, USA.
Du, L. (2007, April). Periphery or Center? - Community Education and Ethnic Identity in a Chinese American Community. Annual meeting of the American Educational Research Association (AERA), Chicago, IL, USA.
Du, L. (2006, November). Ethnic Education and Diaspora Identity: Case study of a Chinese American Community. Canadian Asian Studies Association (CASA) conference. Montreal, Canada.
Du, L. (2006, April). Community-based education and formation of ethnic/cultural identity of Chinese American youth: A case study. Roundtable discussion at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
Du, L. (2004, November) Language and Power: A case study of foreign-born faculty members in the US higher educational institutions. Paper presented at Comparative and International Education Society (Northeast Region) Annual Meeting. Washington, D.C.
Du, L. (2003, October) School Related Experience of Chinese American High School Students: Stereotype and Heterogeneity. Paper presented at New York Conference on Asian Studies (NYCAS). Buffalo, NY.
Training
Workshop: Measuring student Achievement in Large-Scale International Assessments. American Educational Research Association, San Francisco, CA. April 6, 2006.
Working Experience
Full Time
Assistant Professor, Beijing Normal University, Beijing, China, March 2008;
Chinese Teacher, Tangxia Primary School, Guangzhou city, China, July, 1996 - Aug., 1998.
Part Time
Research Assistant, Department of Learning and Intruction/ CVCV Project, University at Buffalo, Aug., 2006 – July, 2007
Graduate Assistant, Department of Educational Leadership and Policy, University at Buffalo, Aug., 2002 – May, 2006
Professional Affiliations
American Educational Research Association
Canadian Asian Studies Association
Eastern Sociological Society
Honors
Presidential Fellow, Graduate School of Education, University at Buffalo, 2002-2006
Prince of Wales (Cable & Wireless) Cambridge Chevening Scholarship, 2001 - 2002
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