dan tao-2024欧洲杯怎么买

selected participant of the early career workshop of icls (2020)
presidential distinguished doctoral dissertation award (2020)
piyush and sudha agrawal endowed educational scholarship (2019)
selected participant of the doctoral consortium international conference of cscl (2017)
the h. craig sipe science education scholarship (2016)
university at albany gsa professional development grant (2016)

tao, d., & zhang, j. agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry? manuscript submitted to international journal of computer-supported collaborative learning. tao, d.,& zhang, j. (2021). implementing emergent design to foster student epistemic agency in a grade 5 science community. paper presented in the 2021 annual meeting of american educational research association (aera 2021). orlando, florida. tao, d. (2020). pedagogical and conceptual supports for agency-driven science practices in knowledge building communities. in the proceedings of the 14th international conference of the learning sciences (icls2020). nashville, tn: international society of the learning sciences. tao, d.,& zhang, j. (2019). reflective structuration of knowledge building practices in grade 5 science classrooms. the knowledge building summer institute (kbsi2019). beijing, china. tao, d.,& zhang, j. (2018). forming shared inquiry structures to support knowledge building in a grade 5 community. instructional science, 46, 563-592. zhang, j., tao, d., chen, m-h., sun, y., judson, d., naqvi, s. (2018). co-organizing the collective journey of inquiry with idea thread mapper. journal of the learning sciences, 27, 390-430. tao, d.,zhang, j., & gao, d. (2018). co-framing shared epistemic objects of inquiry to support knowledge building over a whole school year. in the proceedings of the 13th international conference of the learning sciences (vol ii, pp.784-791). london, united kingdom: international society of the learning sciences. tao, d.(2017). fostering sustained knowledge building practices in grade 5 science: a reflective structuration approach. in the proceedings of the 12th international conference on computer supported collaborative learning (vol ii, pp. 995-996). philadelphia, pa: international society of the learning science. tao, d., & zhang, j. (2017). how did a grade 5 science community co-construct collective structures of inquiry? in the proceedings of the 12th international conference on computer supported collaborative learning (vol ii, pp. 660-663). philadelphia, pa: international society of the learning science. tao, d.,zhang, j., & gao, d. (2017). reflective structuration of knowledge building practices in grade 5 science: a two-year design-based research. in proceedings of the 12th international conference on computer supported collaborative learning (vol ii, pp.644-647). philadelphia, pa: international society of the learning science. zhang, j., tao, d.,chen, m-h, sun, y., judson, d., & naqvi, s. (2017). reflective structuration of knowledge building practices with idea thread mapper. paper presented at the knowledge building summer institute (kbsi2017). philadelphia, pa. tao, d.,& zhang, j. (2017). reflective structuration of sustained deep inquiry in a grade 5 classroom. poster presented at the annual meeting of american educational research association (aera 2017), san antonio, texas. tao, d.,zhang, j., & chen, x. (2017). multilevel reflections to co-frame epistemic objects of inquiry for sustained knowledge building over a school year. poster presented at the annual meeting of american educational research association (aera 2017), san antonio, texas. tao, d., & zhang, j. (2016). reflective structuration of knowledge building practices in a grade 5 community. paper presented at the pre-conference workshop on “revisiting learning communities: innovations in theory and practice” at the 12th international conference of the learning sciences (icls2016), singapore. tao, d.,& zhang, j. (2016). “if you don’t tell us, how can we know what we are supposed to do?” paper presented at the knowledge building summer institute (kbsi2016): multi-level knowledge innovation networks. singapore: knowledge building international. tao, d.,zhang, j., & gao, d. (2016). co-generation of pragmatic structure to support sustained inquiry over a school year. paper presented at the annual meeting of american educational research association (aera 2016), washington, d.c. tao, d.,zhang, j., & huang, y. (2015). how did a grade 5 community formulate progressive, collective goals to sustain knowledge building over a whole school year? in o. lindwall & s. ludvigsen (eds.), exploring the material conditions of learning: proceedings of the 11th international conference on computer supported collaborative learning (vol i, pp.419-426). gothenburg, sweden: international society of the learning sciences. zhang, j., chen, m.-h., tao, d.,lee, j. sun, y., & judson, d. (2015). fostering sustained knowledge building through metadiscourse aided by the idea thread mapper. in o. lindwall & s. ludvigsen (eds.), exploring the material conditions of learning: proceedings of the 11th international conference on computer supported collaborative learning (vol i, pp.166-173). gothenburg, sweden: international society of the learning sciences. zhang, j., tao, d.,sun, y., chen, m-h., peebles, b., & naqvi, s. (2015). metadiscourse on collective knowledge progress to inform sustained knowledge-building discourse. the annual meeting of american educational research association (aera 2015), chicago, il.

active project:
• 2019-2021, p.i., supporting student agency-driven science practices in elementary classrooms. sponsored by china postdoc science foundation (2019m660522, $7,032.54)
previous projects:
• 2014-2020, ra, jianwei zhang (p.i.), mei-hwa chen, feng chen, carolyn rosé, & marlene scardamalia, connecting idea threads across communities for sustained knowledge building. sponsored by the national science foundation through its cyber learning and future learning technologies program (nsf award iis #1441479, $1,342,537)
• 2012-2014, ra, jianwei zhang (p.i.), janette pelletier, mei-hwa chen, & allan lockwood fostering collective progress in online discourse for sustained knowledge building. sponsored by the national science foundation through its cyber learning and future learning technologies program (nsf award iis # 1122573, $549,945)

tao, d. (nov, 2020). ai empowers k-12 teachers: opportunities and challenges. invited online talk in the annual academic conference of intelligent education technology, chinese association for artificial intelligence & shanghai normal university, shanghai, china. tao, d.(oct, 2020). learning progression in science education. an invited talk for the learning sciences lab, advanced innovation center for education, beijing normal university, beijing china. tao, d.(sept, 2020). what do learning sciences do? an invited talk, school of educational technology, beijing normal university, beijing china. tao, d. (july, 2020). research in education: epistemologies, research questions, framework and research design. an invited online talk, department of curriculum and instruction, beijing normal university, beijing china. tao, d.(may, 2020). empirical research and evidence-based practice in education. an invited online talk, department of curriculum and instruction, beijing normal university, beijing china. tao, d. (dec 2019). knowledge building: pedagogy, technology and practice. invited talk at tianjin foreign studies university, tianjin china. tao, d.(nov 2019). learning progression in science education. an invited talk at the learning cell lab at beijing normal university, beijing, china. tao, d.(july 2019). reflective structuration of knowledge building practices in grade 5 science classrooms. an invited talk at the learning cell lab at beijing normal university, beijing, china. tao, d.(may 2019). reflective structuration of knowledge building practices in grade 5 science classrooms. an invited one-day workshop organized at east china normal university, shanghai, china. tao, d.(april 2017). majors themes in the learning sciences & knowledge building: an invited one-day workshop. east china normal university, shanghai, china. tao, d.(september 2016). knowledge building theories and practice: an invited two-day workshop. east china normal university, shanghai, china. tao, d., & zhang, j. (june 2016). a case study of a grade 5 science community co-constructing collective structures to support sustained inquiry over a school year. presentation at the pre-conference workshop “computer-based learning environments for deep learning in inquiry and problem-solving contexts” at the 12th international conference of the learning sciences (icls2016), singapore. tao, d.(may 2016). knowledge building about the human body systems in grade 5 classrooms. an invited workshop at the global chinese conference on computers in education (gccce2016). hong kong, china

2019 journal of the learning sciences,invited review for serval manuscripts about epistemic agency 2017 instructional science, “revisiting learning communities: innovations in theory and practice”special issue 2017 instructional science, invited review for manuscripts about student epistemic agency 2017 journal of learning analytics, invited reviews for the “it’s about time: special section on temporal analyses of learning data” special issue 2016– international conference of the learning sciences
2015– international conference on cscl
2014– annual conference of american educational research association

2016– knowledge building international (kbi)
2014– american educational research association (aera)
2014– international society of the learning sciences (isls)