Diane Hui, PH.D.
Email : diane.hui at gmail.com
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Diane Hui, PH.D.
Email : diane.hui at gmail.com |
| Profile | Awards | Education | Positions | Publications | Presentations | Affiliations | Research | Teaching | Services | Interests |
Links |
| PROFILE |
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2005 The Spencer
Dissertation Fellowship for Research Related to Education, The Spencer
Foundation, USA. (Accepted 5% of 548 applicants from 156 graduate institutions
in the USA.)
2005 Graduate Research Award, Department of Education, Washington University in St Louis, USA. 2004-2005 University Dissertation Fellowship & Tuition Scholarship Awards, Washington University in St Louis, USA. 2002-2004 University Teaching Assistantships & Tuition Scholarship Awards, Washington University in St Louis, USA. 2001-2002 University Fellowships & Tuition Scholarship Awards, Washington University in St Louis, USA. Back to top |
| EDUCATION |
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Washington University
in St Louis, Missouri, USA.
Ph.D., Education, 2006. University of Edinburgh, Scotland, U.K. M.Sc., Applied Linguistics, 1993. University of Stirling, Scotland, U.K. B.Ed., 1992. Back to top |
| POSITIONS |
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2000 - 2001 Research
Associate, Educational Psychology Research and Evaluation, College of Education,
University of Missouri in St Louis, Missouri, USA.
1997 - 1999 Research Associate, Faculty of Education & Human Communication Research Centre, University of Edinburgh, Scotland, U.K. 1995 - 1997 EAL Teacher, EAL Service, Education Department, City of Edinburgh Council, Scotland, U.K. 1993 - 1998 Examiner & Curriculum Assessor, International Baccalaureate Curriculum & Assessment Centre, Cardiff, U.K. Back to top |
| PUBLICATIONS |
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Journal Articles (Refereed): 2. Rogers,R., Berkes, E., Mosley, M., Hui, D., O'Garro-Joseph, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365-416.
3. Hui D. (2003). Managing
intersubjectivity in the context of a museum learning environment. International Journal of Learning, 10, 1533-1549.
4. Shallcross, A., Loan, K., & Hui, D. (2000). Developing a school focused approach to continuing professional development in sustainability education. Environmental Education Research, 6(4), 363-382. Conference Proceedings
(Refereed):
5. Hui, D. (2005). A new role for computer-mediated communication in engaging teacher learning within informal professional communities. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL), Taiwan, 221-226.
6. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Proceedings of the Society for Information Technology and Teacher Education (SITE), USA, 2659-2665.
7. Hui, D. (1993) Language in society: Greeting behaviors. Annual Proceedings of the British Psychological Society Abstracts, UK, 1.
Consulting Reports:
8. Reid, G., Kirk, J., Hui, D., & Mullin, K. (2000). Adult dyslexia for employment practice and training (ADEPT). A Report commissioned by the Employment Service, Sheffield, U.K.
9. Shallcross, A., Hui, D. (1998). Creating a better environment in our school. Moray House Institute of Education, the University of Edinburgh, Scotland, U.K. Reviews:
10. Hui, D. (2003). Review of We've
got blog: How weblogs are changing our culture by the editors of
Perseus Publishing. Perseus Publishing. |
| PRESENTATIONS |
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Invited Presentations:
1. Hui, D. (2006). Engagement in supporting new teachers: A role for computer-mediated communication in teacher learning within informal professional communities. Paper presented to the Center for Information Technology and Education (CITE), Department of Education, The University of Hong Kong, China, September 7, 2006. 2. Hui, D. (2006). A dialogic approach to evaluate the effectiveness of teacher engagement within online professional communities. Paper presented to the Research Group, Occupational Therapy, School of Medicine, Washington University in St Louis, USA, June 26, 2006. International Presentations (Refereed): 3. Hui, D. (2007). A Dialogic Approach to Evaluate the Effectiveness of Teacher Engagement within Online Professional Communities. Paper accepted for presentation at the 88th American Educational Research Association (AERA) Annual Meeting, Chicago, USA, April 9-13, 2007. 4. Hui, D. (2006). Engagement in supporting teacher learning: A new role for computer-mediated communication within informal professional communities. Paper presented at the 87th AERA Annual Meeting, San Francisco, USA, April 7-11, 2006. 5. Hui, D., & Singer, N. R. (2006). A sustainable model for teacher development: Use of computer-mediated communication for preservice and inservice teachers. Paper presented at the 87th AERA Annual Meeting, 6. Hui, D. (2005). Engagement in teacher learning: A new role for computer-mediated communication within informal professional communities. Paper presented at the 1st international congress of the International Society for Culture and Activity Theory Research (ISCAR),Seville, Spain, September 20-24, 2005. 7. Hui, D. (2005). A new role for computer-mediated communication in engaging teacher learning within informal professional communities.Paper presented at the 10th Computer Supported Collaborative Learning (CSCL)International Conference, Taipei, Taiwan, May 30-June 4, 2005. 8. Hui, D. (2005). Managing the dynamic nature of intersubjectivity in the context of computer-mediated communication. Paper presented at the 86th AERA Annual Meeting, Montreal,Canada, April 11-15, 2005. 9. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Paper presented at the 16th International Society for Information Technology and Teacher Education (SITE) Conference, Phoenix, USA, March 1-5, 2005. 10. Hui, D. (2003). Managing intersubjectivity in the context of a museum learning environment. Paper presented at the 10th International Literacy and Education Research Network Conference on Learning, Institute of Education, University of London, London,UK, July 15-18, 2003. 11. Hui, D. (2003). The management of intersubjectivity. Poster presented at the 84th AERA Annual Meeting, 12. Keefer, K., Hui, D., Ruffus, A., & Russell, D. (2002). Co-constructing a discursive template for reflection on project-based teaching. Paper presented at the 83rd AERA conference, New Orleans, USA, April 1-5,2002. 13. Hui, D. (1993) Language transfer. Paper presented to the Annual Psy-PAG conference, University of Ulster at Colleraine, Northern Ireland. National Presentations (Refereed): 14. Hui, D. (2005, Organizer). The possibilities and limitations of online communities in supporting teacher learning. Roundtable symposium presented at the 95th Annual National Council of Teachers of English (NCTE) Convention, Pittsburgh, USA , November 17-21, 2005. Institutional Presentations: 16. Hui, D. (2005). Teacher learning through public email lists in informal professional communities. Paper presented at the 12th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 13, 2005. 17. Hui, D. (2004). The role of computer-mediated communication in teacher learning in informal professional communities. Paper presented at the 11th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, April 30, 2004. 18. Hui, D. (2003). The characterization of dialogicality in the context of online listserv learning communities. Paper presented at the 10th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 12, 2003. 19. Hui, D. (2002). Managing intersubjectivity in the context of learning in the museum. Paper presented at the 9th Annual Spring Forum, Department of Education, Washington University in St Louis, USA, May 6, 2002. Back to top |
| AFFILIATIONS |
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Member and Committee Member of Division K, American Educational Research Association (AERA), USA.
Registered Teacher, General Teaching Council for Scotland, UK.
Registered Teacher, Department of Education, Hong Kong.
Member, National Council of Teachers of English, USA.
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| RESEARCH |
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Engagement in Supporting New Teachers: A Role for Computer-Mediated Communication in Teacher Learning within Informal Professional Communities Washington University in St Louis, Missouri, USA.This study examines some reasons why computer-mediated communication (CMC) has not lived up to public expectations and outlines a conceptual and methodological framework for characterizing interaction of experienced and novice teachers in informal network-based professional learning communities, electronic- or e-communities. The study addresses three key research questions: (1) What properties characterize CMC engagement in professional learning e-communities? (2) Why some CMC groups are more engaging than others? (3) How might the communicative structures of network-based CMC enhance or constrain the development of their e-communities, and in turn, be relevant for CMC engagement? I argue that integrating dialogic voices/utterances (Bakhtin, 1986) and using texts as “thinking device[s]” for generating new meanings (Lotman, 1990; Wertsch, 1991) are essential for effectively engaging practitioners. Using both qualitative and quantitative methods, longitudinal discourse data, questionnaires, and interview responses were collected from public school teachers’ email communications and subjected to analyses from discourse analytic and ethnographic perspectives, resulting in a characterization of CMC engagement and a taxonomy of e-communities. Results suggest that CMC engagement plays an important role in evaluating the effectiveness of learning with larger e-communities. E-communities can be defined by CMC engagement in terms of discourse and structural aspects of interaction. Despite the infrequent high level CMC engagement, it proved to be a productive means for explaining the professional life of practitioners within informal professional
e-communities. The culture established within the High Engagement Communities
gives rise to dialogicality, using others’ utterances as thinking devices,and reflective thinking from multiple perspectives, and these help maintain sustained threads. Differences in engagement among participants based on experience level were also noted. These findings suggest that sustainable
models of online professional development should be associated with deeper
levels of collaborative learning through higher levels of engagement and
reflection on pedagogy. Although a necessary variable, CMC engagement by
itself is not sufficient to make generalizations about professional development. Additional attributes namely the commitment of the participants, their high-quality participation, and social relationships must also be taken in consideration. Implications and recommendations were provided. Future research will be needed to determine the impact of teachers’ online participation both on their own practices and students’ achievement.
Other Research:
The Characterization of
Dialogicality in the Context of Online Listserv Learning Communities.
(2003). Washington University in St Louis, Missouri, USA.The Management of Intersubjectivity. (2003). Washington University in St Louis, Missouri, USA. Schools for Thought (SFT): Teacher Reflection in Action. (2000-2001). The University of Missouri-St Louis, Missouri, USA. Adult Dyslexia for Employment in Practice and Training (ADEPT) Project. (1999). The University of Edinburgh, Edinburgh, Scotland, UK. Small Voluntary Organizations (SVO) Project. (1999). The University of Edinburgh, Edinburgh, Scotland, UK. The Sustainability Education in European Primary Schools (SEEPS) Project. (1998-1999). The University of Edinburgh, Edinburgh, Scotland, UK. The Representational Aspects of Social Communication and Learning (RASCAL) Project. (1997-1998). The University of Edinburgh, Edinburgh, Scotland, UK. Language Assessment for Children Whose First Language Is Other Than English. (1998). English for Additional Languages (EAL), the City of Edinburgh Council, Scotland, UK. A Psycholinguistic Perspective on Causal Factors Influencing Interlanguage Variability in SLA Research. (1993). M.Sc Thesis, The University of Edinburgh, Edinburgh, Scotland, UK. A Study of Language Transfer Features of a Group of Hong Kong ESL Students. (1992). B.Ed Dissertation. University of Stirling, Scotland, UK. Back to top |
| TEACHING ASSISTANTSHIPS |
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L12 304 Educational Psychology
Department of Education Washington University in St Louis, Missouri, USA. Instructor: Professor R. Keith Sawyer A course in psychological concepts relevant to education. Organized around four basic issues: how humans think and learn; how children, adolescents, and adults differ in their cognitive and moral development; the sense in which motivation and intention explain why people act as they do; how such key human characteristics as intelligence, motivation, and academic achievement can be measured. Prerequisite: sophomore standing. For syllabus details, visit the course website at http://artsci.wustl.edu/~edpsych
Reading materials can be downloaded from ERes (select “Search for course materials” and type in “304” under ERes Quick Search and search by “Course”,
password required).
L12 453B Sociology of Education Department of Education
Washington University in St Louis, Missouri, USA.
Instructor: Professor
Dael A. Tatalovich How does society
shape schools and schools shape society? An examination of cultural, political, and economic factors and their relationship to the structure of our educational institutions; how control is exercised in classrooms; how knowledge and learning are defined, and basic values about equality, gender, and social justice, shaped by teachers´ educational decisions. Students analyze their own schooling experience, visit at least two schools, interview teachers and students, and consider what changes are needed to make schools more responsive to students and communities. Prerequisite: Sophomore standing. |
| SERVICES |
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Professional services: Member, Mentoring
Committee, Division K, AERA, USA.
Volunteered tutor in the "Missouri Stars Gear-Up" after-school tutoring program (Mathematics), Compton-Drew Investigative Center, St Louis, Missouri, USA.
Reviewer, AERA, USA. Reviewer, International Journal of Learning. Reviewer, National Council of Teachers of English Assembly for Research Midwinter Consultant, People Impact Consulting (Asia) Limited, Hong Kong, China. Consultant, the Employment Service, Sheffield, UK. Co-opted Member, School Board of James Gillespie's High School, Edinburgh, UK. Community services: Volunteered instructor of Aerobics, Washington University in St Louis, USA. |
| INTERESTS |
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I enjoy traveling,
hiking and climbing. My expeditions have included
ascents of the highest peaks in Africa (Mt. Kilimanjaro, Tanzania), Ben Nevis
(Scotland), Pikes Peak (England) and Mt Merapi (an active volcano, Java).
I have also traversed on foot across the Vatnajokull Glacier (Iceland), the
Inca trail (Peru) and the Torres del Paine Circuit (Chile); and completed
a circumnavigation of Bali (Indonesia) by motorcyle. Since living in the USA,
I have visited the most Northerly and most Southerly cities of the American
continents (Point Barrow, Alaska and Ushuaia, Argentina); climbed down, then
back up the Grand Canyon, piloted and open-sea kayak in the Prince William
Sound (Alaska), and ridden more than 200 miles for charitable organisations
in sponsored cycling events.
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