Pei-Ying Lin
Associate Professor, Educational Psychology and Special Education

Dr. Lin works with diverse populations of children, youth, parents, in-service and pre-service teachers, university faculty members and staff as well as testing agencies over the years. Her research interests include the use of varied research methods- quantitative, qualitative, and experimental approaches- for studying instructional and assessment practices and policies for students with special needs (e.g., learning disabilities, intellectual disabilities, emotional or behavioural exceptionalities, autism spectrum disorders, etc.) and English language learners. She continues working on an array of research projects since her doctorate at the Ontario Institute for Studies in Education of the University of Toronto.

ORCID

 https://orcid.org/0000-0002-3845-0635 

Ph.D., Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Ontario, Canada
M.Ed., National Changhua University of Education, Changhua, Taiwan
B.Ed., National University of Tainan, Tainan, Taiwan

Undergraduate courses

• EPSE 202.3 Psychological Foundations of Teaching and Learning
• EPSE 390.3 Exceptional Learners

Graduate courses

• ERES 800.3 Research Methods Introductory
• EPSE 843.3 Theory of Educational and Psychological Measurement
• EPSE 888.3 Trends and Issues

• Instructional and test accommodations for students with disabilities and English language learners
• Large-scale and classroom assessments
• Educational neuroscience in special education
• Educational measurement and psychometrics (e.g., classical test theory, item response theory, latent class analysis)
• Research methods and designs
• Language and literacy development of students with disabilities and English language learners

• Executive board member, Canadian Education Researchers’ Association (CERA) of the Canadian Society for the Study of Education (CSSE)
• Board of Directors, Saskatchewan Preventive Institute

• Baiochi, J. (2017). Identifying the Cultural Essential Learnings (CELs) used by Cree teachers in literacy classes for elementary students in public schools of Saskatoon. [MEd] Department of Educational Psychology and Special Education, University of Saskatchewan.

Lin, Y.-C. & Lin, P.-Y. (2020). Reading minds in motion: Mouse tracking reveals transposed-character effects in Chinese compound word recognition. Applied Psycholinguistics, 41(4), 727-751. doi: 10.1017/S0142716420000181

Lin, P. Y. (2020). Informing school rehabilitation professionals: Evidence-based practices of accommodations in the inclusive classroom. In A. Singh, M. Viner, & C. J. Yeh (Eds.), Special education design and developmental tools for school rehabilitation professionals (pp. 86-102). Hershey, PA: IGI Global.

Lin, P.-Y., & Lin, Y.-C. (2019). Understanding how teachers practise inclusive classroom assessment. Studies in Educational Evaluation, 63, 113–121. doi: 10.1016/j.stueduc.2019.08.002

Lin, P. Y., & Lin, Y. C. (2019). International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges. Policy Futures in Education, 17(1), 71–86. doi: 10.1177/1478210318819226

Lin, P. Y., Lin, Y. C., Chen, R. K., & Huang, C. H. (2019). Teacher candidates’ beliefs about inclusion in two countries and their implication for Canadian teacher education. In J. Mueller & J. Nickel (Eds.), Globalization and diversity in education: What does it mean for teacher education in Canada? (pp. 620-645). Ottawa, ON: Canadian Association for Teacher Education. Retried from https://cate-acfe.ca/wp-content/uploads/2019/11/Final-Working-Conference-Book-Halifax-2017.pdf 

Lin, P. Y., & Lin, Y. C. (2018). Accommodation practices for gifted students. Gifted Education International, 34(3), 260-270. doi: 10.1177/0261429418757869 

Lin, Y., & Lin, P. (2017). The beautiful and the ugly: Reading ability modulates word spacing effects in Chinese children. The Journal of Experimental Education, 85(3), 501-512. doi: 10.1080/00220973.2016.1252999 

Lin, P. Y., Childs, R. A., & Lin, Y. C. (2016). Untangling complex effects of disabilities and accommodations within a multilevel IRT framework. Quality & Quantity, 50 (6), 2767-2788. doi: 10.1007/s11135-015-0288-8 

Lin, P. Y., & Lin, Y. C. (2016). Examining accommodation effects for equity by overcoming a methodological challenge of sparse data. Research in Developmental Disabilities, 51-52, 10-22. doi: 10.1016/j.ridd.2015.12.012

Lin, Y., & Lin, P. (2016). Mouse tracking traces the “Camrbidge unievrsity” effects in monolingual and bilingual minds. Acta Psychologica, 167, 52-62. doi:10.1016/j.actpsy.2016.04.001

Lin, P. Y., Childs, R. A., & Zhang, J. (2016). It takes a toll on pre-service teachers and programs: Case studies of teacher candidates who withdrew from a teacher education program. Cogent Education. doi: 10.1080/2331186X.2016.1160524 

Lin, P. Y., & Lin, Y. (2015). Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education, 19 (8), 771-786. doi:10.1080/13603116.2014.970669 

Lin, P. Y., & Lin, Y. C. (2014). Examining student factors in sources of setting accommodation DIF. Educational and Psychological Measurement, 74(5), 759-794. doi:10.1177/0013164413514053

• Lin, P. Y., & Chen, H. C. (2020, June). Selective attention in children with intellectual disabilities: An exploratory neuroscience study. Paper presentation for the Canadian Society for the Study of Education Annual Conference, London, ON, Canada. (Conference cancelled due to COVID-19) 
• Lin, Y. C., & Lin, P. Y. (2019, June). Eye movements reveal bilinguals' phonological units in spoken word recognition. Paper presented at the annual meeting of the Organization of Human Brain Mapping (OHBM), Rome, Italy. 
• Lin, P. Y., & Lin, Y. C. (2018, August). Investigating the use of accommodations for Canadian gifted students participating in a large-scale assessment. Paper presented at the conference of the Asia Pacific Conference on Giftedness (APCG), Bangkok, Thailand.
• Lin, P. Y., Lin, Y. C., & Baiochi, J. (2018, April). Computer-based accommodations for secondary students with mild intellectual or physical challenges. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, US.
• Lin, P. Y., & Lin, Y. C. (2018, April). How teachers engage with inclusive classroom assessment: What a teacher survey tells us about teachers’ assessment practices. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, US.
• Lin, P. Y., & Chen, R. K. (2017, November). Examining the inclusion beliefs of preservice teachers in two countries: Implication for inclusive education in Canada. Paper presented at the biennial working conference of the Canadian Association for Teacher Education (CATE), Halifax, Nova Scotia, Canada.
• Lin, P. Y., & Lin, Y. C. (2017, June). Promoting equitable assessment practices for accommodated English language learners.  Paper presented at the annual meeting of the Canadian Society for the Study of Education (CSSE), Toronto, Canada.
• Lin, P. Y., Lin, Y. C., & Baiochi, J. (2017, April). A comprehensive evaluation of computer-based accommodations for secondary students with exceptionalities. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, Texas, US.
• Lin, P. Y., & Lin, Y. C. (2016, July). Teachers’ differentiated assessment practices and students’ academic performances. Paper presented at the 31^st International Congress of Psychology, Yokohama, Japan. 
• Lin, Y. C, &, Lin, P. Y. (2016, May). Mouse tracking traces the "Camrbidge Unievrsity" effects in monolingual and bilingual minds. Paper presented at the annual meeting of Mediterranean Interdisciplinary Forum on Social Science and Humanities, Barcelona, Spain.
• Lin, Y. C, &, Lin, P. Y. (2016, May). Revealing the transposed-letter effects in monolingual and bilingual reading minds using mouse tracking. Paper presented at the annual meeting of Workshop on Writing Systems and Literacy, Nijmegen, Netherlands.
• Lin, P. Y. (2016, April). Investigating equity in accommodating English language learners’ literacy outcomes. Paper presented at the annual meeting of the Centre for Culturally Responsive Evaluation and Assessment (CERA), Chicago, US.
• Chu, K., Johnson, M., & Lin, P. Y. (2016, April). Detecting DIF on polytomous items of tests with special education populations. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), Washington, DC, US.
• Lin, P. Y., & Lin, Y. C. (2016, April). Examining equity in test accommodations: Overcoming a methodological challenge of sparse data. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington, DC, US.

• USask projects awarded $1.73M for social sciences and humanities research. University of Saskatchewan, July 14, 2020. https://www.google.com/url?client=internal-element-cse&cx=000828800214082889463:b5sbeupkxju&q=https://news.usask.ca/articles/research/2020/usask-projects-awarded-1.35m-for-social-sciences-and-humanities-research.php&sa=U&ved=2ahUKEwjZnrHFzp7tAhXKjp4KHVXMDT0QFjABegQIBxAC&usg=AOvVaw3rSKrrqDmgZiNjG2_-p9zO