EDUCATION DEGREES GRADUATE CERTIFICATES

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1 ALFREDO BAUTISTA Research Scientist & Lecturer Nanyang Technological University - National Institute of Education Education & Cognitive Development Lab (ECDL) 1 Nanyang Walk. NIE5-B3-22. Singapore [637616] Office: (+65) Fax: (+65) EDUCATION DEGREES Ph.D. in Psychology (Doctorate with European Distinction). Universidad Autónoma de Madrid, School of Psychology (Spain). September, Doctorate Program: Psychological development, learning, and education: Contemporary perspectives Dissertation Title: Piano teachers and students conceptions of the teaching and learning of musical scores Advisors: Dr. Mª Puy Pérez Echeverría and Dr. J. Ignacio Pozo Grade: Sobresaliente cum laude Diploma de Estudios Avanzados in Psychology (Equivalent to Master s Degree). Universidad Autónoma de Madrid, School of Psychology (Spain). March, Certificado del Periodo Docente de Tercer Ciclo in Music History and Musical Sciences (Master s Degree Courses). Universidad Autónoma de Madrid, School of Philosophy. Department of Music (Spain). April, Undergraduate Degree in Psychology. Universidad Autónoma de Madrid, Spain. School of Psychology. July, Undergraduate Degree in Music Theory, Transposition, and Accompaniment. Real Conservatorio Superior de Música de Madrid (Spain). June, Undergraduate Degree in Piano Performance. Real Conservatorio Superior de Música de Madrid (Spain). September, GRADUATE CERTIFICATES Quantitative Research Methodologies: Statistical Techniques. Universidad Politécnica de Madrid, Spain (2006) Multi-varied Statistical Analysis. Universidad Nacional del Comahue, S.C. de Bariloche, Argentina (2005) Training Courses as a University Instructor. Universidad Autónoma de Madrid, Spain. School of Psychology (2005) Pedagogical Aptitude Certificate (CAP). Universidad Complutense Madrid, Spain. Facultad de Educación y Formación del Profesorado (2004)

2 APPOINTMENTS From Oct 2013 Jan 2011 to Sept 2013 Research Scientist & Lecturer (full time) Nanyang Technological University (Singapore) National Institute of Education (NIE), Education & Cognitive Development Lab (ECDL) - Research: My research focuses on teacher professional development (PD). My first goal in NIE is to achieve a deep understanding of the perceptions, experiences, needs, and suggestions that Singaporean teachers have regarding their own PD. Based on this knowledge, my second goal will be to design and implement programs in partnership with existing PD providers aimed at helping teachers further improve their pedagogical practices. I am interested in the effects of reform-type forms of PD (particularly online communities of practice) on teachers learning and growth. My approach to PD emphasizes the importance of designing instruction based on students own ideas and interests. I currently work with K-12 teachers, and my main content areas of interest are Music and Mathematics. - Teaching: I have taught two graduate level courses at NIE so far, Teacher Learning and Professional Development: Past, Present and Future [SR821] (January semester, 2015), and Advanced Research Methodologies in Psychology [SA 972] (January semester, 2014). - Academic Service: Program Leader, Higher Degrees by Research / EDLC. In addition to the administrative duties of the postgraduate program, I coordinate a group of about 40 graduate students, research staff and faculty from different departments in NIE. We hold weekly sharing sessions where we discuss research, give feedback to our colleagues, and engage in conversations regarding education, educational research, theory and practice, and academic life. Post-doctoral Associate (full time) Tufts University. Medford, Massachusetts (USA) Project: The Poincare Institute: A Partnership for Mathematics Education Main responsibilities: - Collaboration in the design and implementation of three graduate-level online courses (focusing on the mathematics of algebra and functions) for grades 5-9 mathematics teachers from nine school districts in Massachusetts, Maine, and New Hampshire. - Member of the Poincaré Institute s Editorial Board (June 2012 Aug 2013). - Supervision of teachers learning: Manage office hours, provide feedback on teachers weekly assignments, participate in monthly discussion forum meetings, and foster and mediate teachers online discussions related to mathematics for teaching (systems used: rsmart Sakai CLE and Trunk). - Data collection and analysis (e.g., teacher assessments, classroom observations (videotaped lessons). Preparation of journal articles and conference presentations. 2

3 Sept 2009 to Dec 2010 Post-doctoral Associate (full time) University of Victoria. Victoria, British Columbia (Canada) Project: Embodied Knowing and Learning in Elementary Mathematics Main responsibilities: - Participation in the research meetings of the Cultural Historical Approach to Thinking (CHAT). Support of the group s graduate students. - Analysis of classroom observations (videotaped lessons). - Preparation of journal articles and conference presentations. STUDY GRANTS PhD Candidate and Teaching Assistant (FPU-UAM) (full time) Universidad Autónoma de Madrid. Madrid (Spain) Fellowship as a PhD Student (FPU-UAM) (full time) Universidad Autónoma de Madrid. Madrid (Spain) Fellowship as a PhD Student (part time) Universidad Autónoma de Madrid. Madrid (Spain) PUBLICATIONS ARTICLES IN REFEREED JOURNALS Bautista, A. Yau, X., & Wong, J. (in preparation). Examining the literature on music teacher professional development (PD) with the features of high-quality PD framework. Bautista, A. Wong, J., & Yau, X. (in preparation). Talking about professional development for Singapore music teachers. Bautista, A., Tan, L. S., Ponnusamy, L. D., & Koh, K. B. (in preparation). Introducing Students to Drama: Leverages for Drama Integration in a Singapore Secondary School. Cao, Y., Brizuela, M. B., Bautista, A., Tobin, R., & Wilkerson-Jerde, M. (in preparation). Co-modeling in middle school mathematics. Bautista, A. & Ortega, R. (in preparation). Successful approaches to teacher professional development: International perspectives. To appear in Psychology, Society and Education. Bautista, A., Wong, J., & Gopinathan, S. (in preparation). Teacher professional development in Singapore: Past, present and future. To appear in Psychology, Society and Education. Bautista, A., Tan, L. S., Ponnusamy, L. D., & Yau, X. (submitted). Curriculum integration in Arts Education: Connecting multiple Art forms through the notion of space. 3

4 Wilkerson-Jerde, M. H., Bautista, A., Brizuela, B. M., Tobin, R., & Cao, Y. (submitted). More than Meets the Eye: Patterns and Shifts in What Middle School Mathematics Teachers Describe as Models. Bautista, A., Cañadas, M. C., Brizuela, M. B., & Schliemann, A. D. (2015). Examining how teachers use graphs to teach mathematics in a professional development program. Journal of Education and Training Studies, 3(2), -. Bautista, A., Brizuela, B. M., Glennie, C., & Caddle, M. (2014). Mathematics teachers attending and responding to students thinking: Diverse paths across diverse assignments. International Journal for Mathematics Teaching and Learning. July Volume (28 pages). Bautista, A., Wilkerson-Jerde, M. H., Tobin, R., & Brizuela, M. B. (2014). Mathematics teachers ideas about mathematical models: A diverse landscape. PNA, 9(1), Bautista, A., Monereo, C., & Scheuer, N. (2014). La evaluación por pares como oportunidad para el aprendizaje [Trans. into English by TBD, Introduction to the special issue for junior researchers: Peer-review as an opportunity for learning, Infancia y Aprendizaje, 37(4), ]. Pedrazzini, A., Bautista, A., Scheuer, N., & Monereo, C. (2014). La revisión por (im)pares como instancia de aprendizaje: Un estudio de casos del proceso editorial de artículos de investigadoras noveles. [Trans. into English by TBD, The review by (non)peers as a learning opportunity: A case study of the editorial process of articles by junior researchers, Infancia y Aprendizaje, 37(4), ]. Bautista, A., & Roth, W.-M. (2012). Conceptualizing sound as form of incarnate mathematical consciousness. Educational Studies in Mathematics, 79(1), Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing. Journal of Mathematical Behavior, 31, Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2012). Piano students conceptions of learning, teaching, assessment, and evaluation. Estudios de Psicología, 33 (1), Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2011). Piano teachers conceptions of evaluation and assessment. Revista de Educación, 355, Bautista, A., Roth, W.-M., & Thom, J. S. (2011). Knowing, learning, and the integrity of kinetic movement. Interchange: A Quarterly Review of Education, 42(4), Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and epistemology. The Montana Mathematics Enthusiast, 8(1&2), Bautista, A., Pérez Echeverría, M. P. & Pozo, J. I. (2010). Music performance conceptions about learning and instruction: A descriptive study of Spanish piano teachers. Psychology of Music, 38(1), Thom, J. S., Roth, W.-M., & Bautista, A. (2010). In the flesh: Living, growing conceptual domains in a geometry lesson. Complicity: An International Journal of Complexity and Education, 7(1), Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2009). Piano students conceptions of musical scores as external representations: A cross-sectional study. Journal of Research in Music Education, 57(3), Scheuer, N., Bautista, A., Martín, E. & Pozo, J. I. (2009). Después de una lectura atenta de su manuscrito Un análisis de los procesos de evaluación en Infancia y 4

5 Aprendizaje. [ After reading your manuscript carefully An analysis of manuscript assessment processes in Infancia y Aprendizaje]. Infancia y Aprendizaje, 32(3), Bautista, A., & Pérez Echeverría, M. P. (2008). Qué consideran los profesores de instrumento que tienen que enseñar en sus clases? [What do music performance teachers consider that they should teach in their classes?] Cultura y Educación, 20(1), Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). El aprendizaje y la enseñanza de la interpretación musical: cambiando las concepciones y las prácticas [Learning and teaching musical performance: Changing conceptions and practices]. Cultura y Educación, 20(1), BOOK CHAPTERS Bautista, A., Brizuela, B. M., & Ko, Y.-Y. (2013). Middle school mathematics teachers implicit conceptions about multiple representations for functions. In D. Halkias (Ed.), Psychology and the Search for Certainty in Everyday Life (pp ). Athens: ATINER. Hallam, S., & Bautista, A. (2012). Processes of instrumental learning: The development of musical expertise. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education (pp ). New York: Oxford University Press. Bautista, A. (2010). I don t know. Uncertainty in high school students discourse about science-related careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp ). Rotterdam: Sense Publishers. Roth, W.-M., Hsu, P.-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., et al. (2010). Metalogue on career talk and its study. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp ). Rotterdam: Sense Publishers. Pérez Echeverría, M. P. & Bautista, A. (2009). Aprender a pensar y argumentar. [Learning how to think and reason]. In J. I. Pozo & M. P. Pérez Echeverría (Eds.), Psicología del aprendizaje universitario: La formación en competencias (pp ). Madrid: Morata. Pérez Echeverría, M. P. & Bautista, A. (2008). Razonamiento probabilístico [Probabilistic reasoning]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp ). Madrid: Alianza Editorial. Pérez Echeverría, M. P. & Bautista, A. (2008). Solución de problemas [Problem Solving]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp ). Madrid: Alianza Editorial. Bautista, A., Luna, M., & Pérez Echeverría, M. P. (2006). Los procedimientos como contenidos de las enseñanzas musicales en la Educación Secundaria Obligatoria [Procedures as learning outcomes in secondary music education]. In M. A. Ortiz & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp ). Granada: GEU. Bautista, A., Torrado, J. A., Pozo, J. I., & Pérez Echeverría, M. P. (2006). Las concepciones de los profesores de conservatorio sobre el aprendizaje y la enseñanza [Conservatory teachers conceptions about learning and instruction]. In M. A. Ortiz 5

6 & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp ). Granada: GEU. Pérez Echeverría, Pecharromán, A., Bautista, A., & Pozo, J. I. (2006). La representación de los procesos de aprendizaje en estudiantes universitarios [University students representations of learning processes]. In J. I. Pozo, N. Scheuer, M. P. Pérez Echeverría, M. Mateos, E. Martín, & M. de la Cruz (Eds.), Nuevas formas de pensar la enseñanza y el aprendizaje (pp ). Barcelona: Graó. PAPERS IN REFEREED CONFERENCE PROCEEDINGS Bautista, A., Wilkerson-Jerde, M., Tobin, R., & Brizuela, B. M. (2013). Diversity in middle school mathematics teachers ideas about mathematical models: The role of educational background. In B. Ubuz, Ç. Haser, M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8) (pp ). Middle East Technical University: Antalya (Turkey). Bautista, A. (2010). How does the development of expertise influence instrumental students conceptions of learning and instruction? In S. M. Demorest, S. J. Morrison, & P. S. Campbell (Eds.), Proceedings of the 11th International Conference on Music Perception and Cognition (pp ). August, Seattle, WA: University of Washington. Bautista, A., Thom, J. S., & Roth, W.-M. (2010). The emergence of rhythmical patterns as a way of embodied mathematical knowing. In M. Joubert & P. Andrews (Eds.), Proceedings of the British Congress for Mathematics Education (Vol. 30, pp ). Manchester, UK: British Society for Research into Learning Mathematics. López, G., Pozo, J. I., & Bautista, A. (2009). What do children think of music teachers? Their conceptions about cello teaching and learning. In A. Williamon, S. Pretty & R. Buck (Eds.), Proceedings of the International Symposium on Performance Science (pp ). Utrecht, The Netherlands: Assocciation Européenne des Conservatories, Adadémies de Musique et Musikhochschulen. Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., de la Cruz, M., & Scheuer, N. (2006). La lexicometría aplicada al estudio de las concepciones sobre la enseñanza y el aprendizaje [Lexicometrical method applied to the study of teaching and learning conceptions]. In J. M. Viprey (Ed.), JADT 06. Actes des 8 es Journées internationales d Analyse statistique des Données Textuelles, Vol. I. (pp ). Besançon: Presses Universitaires de Franche-Comté. EDITION OF SPECIAL ISSUES IN REFEREED JOURNALS Bautista, A. & Ortega, R. (forthcoming, 2015). Successful Approaches to Teacher Professional Development: International Perspectives. Psychology, Society and Education. Bautista, A., Monereo, C., & Scheuer, N. (2014). Dossier dedicado a investigadores noveles: La evaluación por pares como oportunidad para el aprendizaje [Special issue for junior researchers: The peer-review process as an opportunity for learning]. Infancia y Aprendizaje, 37(4),

7 Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). Volumen Monográfico: El aprendizaje y la enseñanza de la interpretación musical. Cambiando las concepciones y las prácticas [Special Issue: Learning and teaching musical performance. Changing conceptions and practices]. Cultura y Educación. BOOK REVIEWS Bautista, A., & Cañadas, M. C. (2015). Review of the book The Singapore model method for the learning of mathematics (Ministry of Education of Singapore, 2009). Estudios de Psicología, 35(3), -. UN-PUBLISHED DOCUMENTS Bautista, A. (2009). Concepciones de profesores y alumnos de piano sobre la enseñanza y el aprendizaje de partituras musicales [Piano teachers and students conceptions of the teaching and learning of musical scores]. Doctoral Dissertation. TRANSLATIONS OF OTHER AUTHORS WORK Vosniadou, S. (2013). Model-based reasoning and the learning of counter-intuitive science concepts. Infancia y Aprendizaje, 36(1), 5-18 [Trans. into Spanish by A. Bautista, Razonamiento basado en modelos y aprendizaje de conceptos científicos contraintuitivos, Infancia y Aprendizaje, 36(1), 19-33]. Harris, P. L. (2012). The child as antropologist. Infancia y Aprendizaje, 35(3), [Trans. into Spanish by A. Bautista, El niño como antropólogo, Infancia y Aprendizaje, 35(3), ]. Rogoff, B. (2012). Learning without lessons: Opportunities to expand knowledge. Infancia y Aprendizaje, 35(2), [Trans. into Spanish by A. Bautista & B. Rogoff, Aprender sin lecciones: Oportunidades para expandir el conocimiento, Infancia y Aprendizaje, 35(2), ]. TEACHING EXPERIENCE GRADUATE LEVEL COURSES NANYANG TECHNOLOGICAL UNIVERSITY (Singapore). January semester, 2015 Course Designer & Instructor Course: Teacher Learning and Professional Development: Past, Present, and Future. (SR 821) Audience: Graduate students from National Institute of the Education Teaching Load: 36 teaching hours NANYANG TECHNOLOGICAL UNIVERSITY (Singapore). January semester, 2014 Module Designer & Instructor Course: Advanced Research Methodologies in Psychology (SA 972). Module I: 7

8 Lexicometry: Analyzing Open-Ended Data Audience: Graduate students from National Institute of the Education Teaching Load: 9 teaching hours, plus supervision of the final project of one student TUFTS UNIVERSITY (Medford, USA). Summer 2012 Instructor & Course Designer Course: Analysing Textual and Verbal Open-Ended Data: An Introduction to Lexicometry Audience: Graduate students from the Department of Education Teaching Load: 35 teaching hours TUFTS UNIVERSITY (Medford, USA). Fall 2011 Instructor & Course Designer Course: Research on Conceptual Change: Historical Development, Current Perspectives, Implications for Teaching, and Critiques Audience: Graduate students from the Department of Education Teaching Load: 17.5 hours UNDERGRADUATE LEVEL COURSES UNIVERSIDAD AUTÓNOMA DE MADRID (Spain). Academic Year: Instructor & Seminar Designer Seminar: The acquisition of musical knowledge Audience: Undergraduate 3 rd year Psychology Students Teaching Load: 30 hours UNIVERSIDAD AUTÓNOMA DE MADRID (Spain). Academic Year: Teaching Assistant Course: Psychology of Leaning (Instructor: Dr. Juan I. Pozo) Audience: Undergraduate 3 rd year Psychology Students Teaching Load: 30 teaching hours UNIVERSIDAD AUTÓMONA DE MADRID (Spain). Academic Year: Instructor & Seminar Designer Seminar: The acquisition of musical knowledge Audience: Undergraduate 3 rd year Psychology Students Teaching Load: 40 hours UNIVERSIDAD AUTÓNOMA DE MADRID (Spain). Academic Year: Teaching Assistant Course: Psychology of Thought (Main Instructor: Dr. Mª Puy Pérez) Audience: Undergraduate 4 th year Psychology Students Teaching Load: 35 hours 8

9 IN-SERVICE TEACHER EDUCATION TUFTS UNIVERSITY, The Poincaré Institute (Medford, USA). Jan 2011 Sept 2013 Instructor and Editorial Board Member Three On-Line Courses: Representations, Transformations, Invariance and Change Audience: Middle School Mathematics Teachers (Grades 5-9) CONSERVATORIO PROFESIONAL DE MÚSICA HARO (La Rioja, Spain). Fall 2008 Co-Instructor. Team: Pozo, J. I., Torrado, J. A., & Bautista, A. Course: Conservatory teachers conceptions of teaching and learning and their impact on educational practice Audience: Music performance teachers (Elementary and Intermediate level) Teaching Load: 25 hours INVITED WORKSHOPS UNIVERSIDAD DE GRANADA. Granada (Spain). May, 2014 Instructor Workshop: Introducción a la Lexicometría [Introduction to Lexicometry] Audience: Faculty members and graduate students from the School of Education Teaching Load: 2 hours NANYANG TECHNOLOGICAL UNIVERSITY (Singapore). March, 2014 Instructor Workshop: A hands-on Introduction to Lexicometry: A tool for the Analysis of Open- Ended Data Audience: Graduate Students and Faculty from National Institute of the Education Teaching Load: 2 hours UNIVERSITAT RAMON LLULL. Barcelona (Spain). November, 2012 Instructor Workshop: Introducción a la Lexicometría [Introduction to Lexicometry] Audience: Members of the SINTE research group (faculty and graduate students) Teaching Load: 6 hours FUNDING FOR RESEARCH PROJECTS Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers: Pilot study National Institute of Education, Nanyang Technological University (Singapore) Duration: 8 months Start-up Grant funded by Office of Educational Research (Grant # SUG 2/14 AB) Grant amount: S$ 9,965 9

10 Principal Investigator. Towards Responsive Professional Development for Singapore Music Teachers. Phase 1: Mapping the Landscape National Institute of Education, Nanyang Technological University (Singapore) Duration: 2 years Funded by Office of Educational Research (Grant # OER 02/14 AA) Grant amount: S$ 99,981 Co-Principal Investigator. Preschool Impact upon Child Outcomes: A Longitudinal Study of Transition from Preschool to Primary Principal Investigator: Dr Rebecca BULL National Institute of Education, Nanyang Technological University (Singapore) Duration: 3 years Funded by Office of Educational Research (Grant # OER 09/14 RB) Grant amount: S$ 5,343,735 Co-Principal Investigator. Arts (In Progress) Research on Teachers and Students (ARTS3): Cultures and Leverages in Nurturing Adaptive Capacities Principal Investigator: Dr Liang See TAN National Institute of Education, Nanyang Technological University (Singapore) Duration: 2 years Funded by Office of Educational Research (Grant # OER44/12TLS) Grant amount: $249,993 Co-Principal Investigator. A Study on Developing Teacher Leadership and Engendering an Emerging Teacher-Led Culture Principal Investigator: Dr Liang See TAN National Institute of Education, Nanyang Technological University (Singapore) Duration: 2 years Funded by Office of Educational Research (Grant # OAFR 01/14 TLS) Grant amount: S$ 99,949 Co-Principal Investigator. A study on piano teachers pedagogical conceptions: Crosscultural perspectives across Canada, France, England, Spain, Mexico, United States, Australia, Turkey, and Brazil. Principal Investigator: Dr. Francis Dubé (Université Laval, Canada) Funded by CRSH, BDR - Université Laval (Grant # / ) Grant amount: CAN$ 4,000 Collaborator. Community Music Education: Towards the development of new pedagogies for the 21st century Principal Investigator: Dr. Pamela Grace Costes ONISHI National Institute of Education, Nanyang Technological University (Singapore) Funded by Office of Educational Research (Grant # OER 01/14 OP) Grant amount: S$ 99,194 10

11 Collaborator. Actualisation de l apprentissage et de l enseignement extrascolaire d instruments de musique aux réalités socioculturelle et numérique du XXIe siècle. Principal Investigator: Dr. Francis Dubé (Université Laval, Canada). Duration: 2 years Funded by Fonds de Recherche sur la Société et la Culture (FRQ-SC) (Grant # ) Grant amount: CAN$ 72,214 Postdoctoral Associate. The Poincare Institute for Mathematics Education Principal Investigator: Dr. Montserrat Teixidor I Bigas (Tufts University, United States) Co-Principal Investigators: Dr. David Carraher and Dr. Analúcia Schliemann Funded by National Science Foundation (NSF, Grant # ) Postdoctoral Fellow. Embodied Knowing and Learning in Elementary Mathematics Principal Investigator: Dr. Jennifer S. Thom (University of Victoria, Canada) Co-Principal Investigator: Dr. Wolff-Michael Roth Funded by SSHRC Graduate Student. Teachers and psychopedagogues conceptions of teaching and school counselling: The impact of experience, educational level, and school characteristics Principal Investigator: Dr. Elena Martín (Universidad Autónoma de Madrid, Spain) Funded by Comunidad Autónoma de Madrid (Grant # CCG06-UAM/HUM-0165) Graduate Student. Instrucción para el cambio representacional: de las teorías implícitas al aprendizaje de conocimientos en contextos educativos. [Instruction for representational change: From implicit theories to scientific knowledge in different educational settings] Principal Investigator: Dr. Mª Puy Pérez (Universidad Autónoma de Madrid, Spain) Funded by the Spanish Ministry of Education (Grant # SEJ C02-01) SPONSORED FELLOWSHIPS TO STUDY AT UNIVERSITIES ABROAD Tufts University. Department of Education. Medford, Massachusetts (United States) From to (Total: 119 days) Funding: FPU-Universidad Autónoma de Madrid (Spain) Advisor: Dr. Bárbara M. Brizuela University of London. Institute of Education. London (United Kingdom) From to (Total: 100 days) Funding: FPU-Universidad Autónoma de Madrid (Spain). Advisor: Dr. Susan Hallam Universidad Nacional del Comahue, S.C. de Bariloche (Argentina) From to (Total: 61 days). Funding: FPU-Universidad Autónoma de Madrid (Spain) Advisor: Dr Nora Scheuer 11

12 Universidad Nacional del Comahue, S.C. de Bariloche (Argentina) From to (Total: 122 days). Funding: Rectorado UAM - Becas de Segundo Periodo de Doctorado. Advisor: Dr Nora Scheuer EDITORIAL EXPERIENCE REVISTA INFANCIA Y APRENDIZAJE [Peer-reviewed journal, ISSN: ] January 2013 ongoing Associate Editor PSYCHOLOGY, SOCIETY, & EDUCATION [Peer-reviewed journal, ISSN: ] January 2014 ongoing Associate Editor JOURNAL OF EDUCATION AND LEARNING [Peer-reviewed journal, ISSN ] April 2013 ongoing Editorial Board Member REVISTA INFANCIA Y APRENDIZAJE [Peer-reviewed journal, ISSN: ] April 2006 December 2012 Managing and Manuscript Editor, Officer AD-HOC REVIEWER FOR REFEREED JOURNALS: Cultura y Educación (2009, 2010, 2012) Current Issues in Education (2012, 2013, 2015) Educational Psychology (2014) Estudios de Psicología (2014) Infancia y Aprendizaje (2009, 2010, 2011, 2012, 2013, 2014) International Journal of Mathematics Teaching and Learning (2014) Journal of Education and Learning (2013, 2014) Journal of Teacher Education (2013, 2014) Mind, Culture, and Activity: An International Journal (2010) Psychology, Society and Education (2015) Revista IRICE Nueva Época (2010) The Journal of Mathematical Behaviour (2010, 2011, 2012, 2013) FOR REFEREED BOOKS: McPherson, G. & Welch, G. (2011). The Oxford Handbook of Music Education. New York: Oxford University Press. Brizuela, B. M., & Gravel, B. (in preparation). Show me what you know": Exploring representations across STEM disciplines. New York: Teachers College Press. 12

13 FOR CONFERENCES: 2014 National Council of Teachers of Mathematics (NCTM). SIG/Research in Mathematics Education of the American Educational Research Association (SIG/RME) (April 9 12, 2014). New Orleans (United States) ISEC International Science Education Conference. Pushing the Boundaries. Investing in our Future. (November 25-27, 2014). National Institute of Education (Singapore) 35 th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA 2013 (November 14-17, 2013). Chicago (United States) 8 th Congress of European Research in Mathematics Education, CERME 8 (February 6-10, 2013). Manavgat-Side, Antalya (Turkey). 2 nd North American GeoGebra Conference (June 17-18, 2011). Where Mathematics, Education, and Technology Meet. Toronto, Ontario (Canada) FOR RESEARCH PROJECTS: Images of Practice in Arts Education in Singapore (OER 07/10 LCH). Principal Investigator: LUM Chee Hoo (Signing off for project completion) MEMBER OF SCIENTIFIC COMMITTEES ASSOCIATIONS: Consultant for CONICET - Comisión Asesora en Psicología y Educación (Argentina) CONFERENCES: 2 nd North American GeoGebra Conference. Where Mathematics, Education, and Technology Meet. June (2011). Toronto, Ontario (Canada) CONFERENCE PRESENTATIONS Cao, Y., Brizuela, B. M., Wilkerson-Jerde, M. H., Tobin, R., & Bautista, A. (2015, April). Collaborative modeling in elementary mathematics. Interactive Paper Session presented at the Annual Meeting of the National Council of Teachers of Mathematics. Boston, MA. United States. Glennie, C., Newman-Owens, A., Brizuela, B. M., Caddle, M., & Bautista, A. (2015, April). Teachers Attention to Student Reasoning. Paper Session presented at the Annual Meeting of the National Council of Teachers of Mathematics. Boston, MA. United States. Bautista, A., Wong, J., & Yau, X. (2015, January). A critical review of the international literature on music teacher professional development. Paper presented at the International Journal of Arts & Sciences (IJAS) Asian American Conference for Teaching and Education. Singapore, Singapore. Dubé, F., Noël, M.-A., & Bautista, A. (2014, September). Les conceptions pédagogiques des professeurs de piano canadiens. Journées d étude en didactique des arts - acquis et développement d une didactique des Arts. Geneva, France. 13

14 Bautista, A., Brizuela, B. M., Glennie, C., & Caddle, M. (2014, April). Teacher Learning across Group and Individual Assignments: Attending and Responding to Student Thinking in a PD Program. Paper presentation. Annual Meeting of AERA. The Power of Education Research for Innovation in Practice and Policy. Philadelphia (PA), United States. Bautista, A., Tan, L. S., Ponnusamy, L. D., & Yau, X. (2014, July). Building on an Artsanchored connected curriculum: The expanded learning space. Paper presentation. 31 ISME 2014 World Conference on Music Education. Porto Alegre, Brazil. Bautista, A. (2014, July). How does the style of music scores influence instrumental teachers conceptions of teaching and learning? A study with Spanish piano teachers. Paper presentation. 31 ISME 2014 World Conference on Music Education. Porto Alegre, Brazil. Dubé, F., Bautista, A. & Noël, M.-A. (2014, July). Canadian piano teachers pedagogical conceptions. Paper presentation. 31 ISME 2014 World Conference on Music Education. Porto Alegre, Brazil. Caddle, M., Bautista, A., Brizuela, B. M., & Sharpe, S. (2013, April). Looking at teacher understanding across data sources. Discussion group. Research Pre-Session of the 2013 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM). Denver (CO), United States. Wilkerson-Jerde, M., Bautista, A., Brizuela, B. M., & Tobin, R. (2013, April). Because that word model is loaded : What Counts As Models And Modeling For Middle School Mathematics Teachers. Poster. Research Presession of the 2013 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM). Denver (CO), United States. Bautista, A., Wilkerson-Jerde, M., Tobin, R., & Brizuela, B. M. (2013, February). Diversity in middle school mathematics teachers ideas about mathematical models: The role of educational background. Paper presentation. Eighth Congress of European Research in Mathematics Education (CERME 8). Antalya, Turkey. Bautista, A. (2012, November). Piano teachers conceptions of assessment and evaluation: An explorative study of Spanish conservatory teachers. Paper presentation. Music Learning: Benefits for the 21 st century Learner. Québec City Convention Center. Québec City, Canada. Bautista, A., Brizuela, B. M., & Ko, Y.-Y. (2011, June). Middle school mathematics teachers conceptions about multiple representations for functions. Paper presented at the 5 th Annual International Conference on Psychology. Athens, Greece. Bautista, A. (2010, August). How does the development of expertise influence instrumental students conceptions of learning and instruction? Paper presented at the 11th International Conference on Music Perception and Cognition. Seattle, United States. Bautista, A., Thom, J. S., & Roth, W.-M. (2010, April). The emergence of rhythmical patterns as a way of embodied mathematical knowing. Paper presented at the British Congress of Mathematics Education (BCME7), Mathematical Progressions. Manchester, United Kingdom. López, G., Pozo, J. I., & Bautista, A. (2009, December). What do children think of music teachers? Their conceptions about cello teaching and learning. Paper presented at the International Symposium on Performance Science, Auckland, New Zealand. 14

15 López, G., Pozo, J. I., & Bautista, A. (2009, May). Cello students conceptions about musical learning: A research study with children. Thematic poster presentation at PERFORMA 09, Encontros de Investigaçap em Performance, organised by the Department of Communication and Arts of the University of Aveiro, May Aveiro, Portugal. Bautista, A. (2008, September). La evaluación desde la perspectiva de profesores de piano [Assessment from piano teachers perspective]. Invited presentation at the Seminar Nuevas Alfabetizaciones en la Educación del Siglo XXI. Bariloche, Argentina. Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2008, June). Perfiles de coherencia y consistencia representacional ante distintos escenarios de enseñanza y aprendizaje: Un estudio con profesores de conservatorio. [Profiles of representational consistency and coherence in different teaching and learning scenarios: A study with conservatory teachers]. Invited presentation at the Seminar Identidad, Aprendizaje y Enseñanza. Barcelona, Spain. Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2008, February). Cómo enseñarías esta partitura musical? [How would you teach that musical score?]. Paper presented at the Seminar Actualización en Psicología del Arte y Experiencia Estética. Madrid, Spain. López, G., Bautista, A., & Pozo, J. I. (2008, February). Para aprender esta partitura, lo más importante es Concepciones infantiles sobre el aprendizaje de partituras: Un estudio exploratorio. [ To learn this piece, the most important is Children s conceptions of learning musical scores: An exploratory study]. Paper presented at the Seminar Actualización en Psicología del Arte y Experiencia Estética. Madrid, Spain. Bautista, A. (2007, November). Music Performance Teachers Conceptions about Learning and Instruction. Thematic poster presentation at the Psychology of Education Section Annual Conference, organized by the British Psychological Society. Staffordshire University. Stock on Trent, United Kingdom. Bautista, A., & Pozo, J. I. (2007, September). Musical scores as external representations. Invited presentation at the Seminar Learning with and about external representations. Universidad de Barcelona. Barcelona, Spain. Bautista, A., Pozo, J. I., & Pérez Echeverría, M. P. (2007, August). Spanish piano teachers conceptions about didactics: The role of educational experience. Thematic poster presentation at the 12 th EARLI Biennial Conference Developing Potentials for Learning, organised by the European Association of Research on Learning and Instruction (EARLI). Budapest, Hungary. Igoa, J. M., Chico, E., Martín, N., & Bautista, A. (2007, August). The time-course of emotional judgments to musical stimuli: The role of rhythmic and harmonic features. Thematic poster presentation at the bi-annual conference of the European Society for Cognitive Psychology (ESCOP). Marselle, France. Bautista, A. (2006, July). La notación musical como sistema externo de representación: Usos y concepciones de profesores y alumnos de conservatorios. [Music notation as a system of external representation: Conservatory teachers and students approaches and conceptions]. Invited presentation at the Seminar Educación Científica y Educación Secundaria. Instituto Balseiro. San Carlos de Bariloche, Argentina. 15

16 Bautista, A. (2006, June). Piano teachers conceptions about teaching and learning: The role of educational experience. An application of the lexicometrical method to the study of implicit theories about learning and instruction. Oral presentation at the 9th JURE Conference, organized by the European Association of Research in Learning and Instruction (EARLI). University of Tartu. Tartu, Estonia. Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., de la Cruz, M., & Scheuer, N. (2006, April). La lexicometría aplicada al estudio de las concepciones sobre la enseñanza y el aprendizaje. [Lexicometrical method applied to the study of teaching and learning conceptions]. Paper presented at the 6es Journées internationales d Analyse statistique des Données Textuelles (JADT). Université de Franche-Comté. Besançon, France. Bautista, A., Luna, M., & Pérez Echeverría, M. P. (2006, April). Los procedimientos como contenidos de las enseñanzas musicales en la Educación Secundaria Obligatoria. [Procedures as learning outcomes in secondary music education]. Paper presented at the conference IX Bienal Internacional, Simposio y Festival del Centro para las Artes y Música Interculturales (CIMA). Universidad de Granada. Granada, Spain. Bautista, A., Torrado, J. A., Pozo, J. I., & Pérez Echeverría, M. P. (2006, April). Las concepciones de los profesores de conservatorio sobre el aprendizaje y la enseñanza. [Conservatory teachers conceptions of learning and teaching]. Paper presented at the conference IX Bienal Internacional, Simposio y Festival del Centro para las Artes y Música Interculturales (CIMA). Universidad de Granada. Granada, Spain. Pérez Echeverría, M. P., Pozo, J. I., Pecharromán, A., & Bautista, A. (2005, September). Las representaciones del aprendizaje en alumnos universitarios. [University students representations of learning]. Invited presentation at the Seminar Educar para el cambio: escenarios para el desarrollo humano, organized by Fundación Infancia y Aprendizaje. Universidad de Alcalá de Henares. Alcalá de Henares, Spain. Pérez Echeverría, M. P., Pozo, J. I., Pecharromán, A., & Bautista, A. (2005, August). University students conceptions of learning objects. Oral presentation at the 11th Biennial Conference organized by the European Association for Research on Learning and Instruction (EARLI). University of Cyprus. Nicosia, Cyprus. Bautista, A. (2004, July). Development + Research in Music and Psychology. Thematic poster presented at the XXVI World Conference of the International Society for Music Education (ISME), Sound Worlds to Discover. Tenerife, Spain. INVITED TALKS Bautista, A. (2014, May). Enfoques y modelos de desarrollo professional de profesores. Departamento de Didáctica de la Matemática. Universidad de Granada (Spain). Bautista, A. (2013, November). Music and Mathematics teachers conceptions and use of representations: Seeking to foster teachers professional development. National Institute of Education (NIE5-01-TR501), Nanyang Technological University (Singapore). 16

17 Bautista, A. (2012, November). The Poincaré Institute for mathematics Education. Un programa de desarrollo profesrional para profesores de matemáticas. Palau de les Heures del Campus Mundet, Universitat de Barcelona (Spain). DOCTORAL DISSERTATIONS SUPERVISOR González Royo, A. (in progress). Concepciones y prácticas de evaluación en conservatorios de música en España [Conceptions and practices of assessment and evaluation in Spanish Music conservatories]. Doctorado en Educación Musical Universidad Politécnica de Valencia (Spain) CO-SUPERVISOR Noël, M-A. (in progress). L impact des conceptions pédagogiques des professeurs de piano du Québec sur la motivation de leurs élèves de niveau précollégial pour leur apprentissage musical. Doctorat en Education Musicale. Philosophiae Doctor (Ph.D.) Université Laval (Québec, Canada) COMMITTEE MEMBER (EXAMINER) Marín Oller, C. (2013, November). Qué aprendo, cómo aprendo? Concepciones sobre el aprendizaje y uso de la notación musical en estudiantes de instrumentos de viento madera [What do I learn, how do I learn? Conceptions of learning and the use of music notation in students of woodwind instruments]. Doctorate in Psychology [Development, Learning, and Education] Universidad Autónoma de Madrid (Spain) Bissonnette, J. (2013, September). L effet de la réalité virtuelle sur l anxiété de performance et sur la qualité de la prestation des musiciens [Effects of virtual reality exposure on music performance anxiety and performance quality in musicians] Doctorat en Education Musicale. Philosophiae Doctor (Ph.D.) Université Laval (Québec, Canada) EXTERNAL REVIEWER Caraballo, R. M. (2014, October). Diseño de pruebas para la evaluación diagnóstica en matemáticas. Una experiencia con profesores [Designing tasks for diagnostic assessment in mathematics. An experience with teachers]. Doctorate in Mathematics Education. Facultad de Ciencias de la Educación, Universidad de Granada (Spain) 17

18 López, G. (2014, January). Concepciones y prácticas instruccionales de profesores de instrumentos de cuerda: Influencia en las concepciones y niveles de comprensión musical de sus alumnos [Conceptions and instructional practices of string instruments teachers: Influence in the conceptions and studnets levels of musical comprehension] Doctorate in Psychology [Development, Learning, and Education] Universidad Autónoma de Madrid (Spain) ACADEMIC ACCREDITATION ANECA (Spanish National Agency for the Assessment of Academic Accreditation) Qualification to teach at the Assistant Professor level ( Profesor Contratado Doctor ) Date: July, 2012 LANGUAGES Spanish (mother tongue) English (fluent verbal and written skills) COUNTRIES LIVED IN Argentina, Canada, United Kingdom, United States, Singapore, Spain 18

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