Xiaodong D Lin
B.A., Teachers College, HeNan University (China)
M.A. in Information Technology and Science Education, Louisiana State University
Ph.D., Purdue University
Metacognition and problem solving, technology-mediated cultural interactions and their impact on teacher professional development and reflection, and student domain subject understanding, influence of technology-rich learning environments on lesson development, trans-cultural collaboration among teachers and students
Lin-Siegler, X., Fang, F. A., Chen, J. C., Luna-Lucero, M., & Hu, D. (under review). Even Einstein struggled: Effects of learning about great scientists' struggles on high school students' motivation to learn science. Journal of Educational Psychology.
Hong, H., & Lin-Siegler, X. (2012). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology, 104(2), 469.
Lin, X., & Bransford, J. D. (2010). Personal background knowledge influences cross-cultural understanding. Teachers College Record, 112(7), 1729.
Lin, X., Schwartz, D. L., Bransford, J. D. (2007). Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Human Development, 50, 65-72.
Schwartz, D. L., Lin, X., & Hatano, G. (2005). Toward teachers' adaptive metacognition. Educational Psychologist, 40(4), 245-255.
Lin, X., & Hatano, G. (2003). Technology, culture, and adaptive minds: An introduction. Mind, Culture, and Activity, 10(1), 3-8.
Schwartz, D. L. & Lin, X. (2003). Technologies for learning from intercultural reflections. Intercultural Education, 14, 291-306.
Lin, X., & Schwartz, D. L. (2003). Reflection at the crossroads of cultures. Mind, Culture, & Activity, 10, 9-26.
Lin, X., & Kinzer, C. K. (2003). The importance of technology for making cultural values visible. Theory into Practice, 42(3), 234-242.
Lin, X. (2001a). Reflective adaptation of a technology artifact: A case study of classroom change. Cognition and Instruction, 19(4), 395-440.
Lin, X. (2001b). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23-40.
Schwartz, D. L., & Lin, X. (2001). Computers, productive agency and the effect size after shared meaning. Journal of Computing in Higher Education, 12(2), 3-33.
Bransford, J. D., Lin, X., & Schwartz, D. L. (2000). Technology, learning and schools: Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and Teacher Education, 1(1). [http://www.citejournal.org/vol1/iss1/currentissues/general/article3.htm]
Lin, X., & Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36(7), 837.
Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62.
Schwartz, D. L., Brophy, S., Lin, X., & Bransford, J. D. (1999). Software for managing complex learning: Examples from an educational psychology course. Educational Technology Research and Development, 47(2), 39-59.
Lin, X., & Yan, L. (1996). Uses of technology for education from a cultural perspective. Modern China Studies, 1(52), 60-76.
Lin, X., Bransford, J. D., Hmelo, C. E., Kantor, R. J., Hickey, D. T., Secules, T., Petrosino, A. J., Goldman, S. R., & CTGV (1995). Instructional design and development of learning communities: An invitation to a dialogue. Educational Technology, 35(5), 53-63.
Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, J. O., Hmelo, C. & CTGV. (1994). The situated perspective: A reply to Tripp. Educational Technology, 34, 28-32.
honors and awards
HUDK 4080: Educational psychology
Examines landmark issues in educational psychology, highlighting philosophical underpinnings and empirical evidence, tracing each issue from its roots to contemporary debates and evaluating current educational practice.
HUDK 5042: Motivation in education
Overview of student motivation in an academic context from a cognitive psychology perspective. Examines theories of academic motivation, their constructs, and linkages between constructs and student engagement and academic achievement.
HUDK 5324: Research work practicum
Students learn research skills by participating actively in an ongoing faculty research project.
HUDK 6539: Research practicum in educational psychology, cognition, and learning
Permission required. Limited to doctoral candidates in psychology.
Centers and Projects
The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation.