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Scott Richardson
Scott Richardson

Scott Richardson is an Assistant Professor of Educational Foundations, Women’s Studies faculty member, and co-founder of the Sexuality & Gender Institute at Millersville University.


Maria Teresa Tatto
Maria Teresa Tatto

Dr. Maria Teresa Tatto serves as director and principal investigator for the IEA Teacher Education and Development Study in Mathematics -TEDS-M, and for the First Five Years of Mathematics Teaching Study - FIRSTMATH. Dr. Tatto has published more than 50 research articles and research monographs in English and Spanish, has served as guest editor for the International Journal of Educational Research. In 2010 she served as President of the Comparative and International Education Society (CIES).


Mieke Lunenberg
Mieke Lunenberg

The focus of my research and teaching is the professional development of teacher educators. I am convinced that good education depends on good teachers. Teachers who are taught by well-informed and passionated teacher educators.

 

Theo Wubbels
Theo Wubbels

Theo Wubbels is a full professor of Education at Utrecht University. He has published over 200 scholarly articles. He is fellow of the American Educational Research Association and president-elect of the European Educational Research Association.


R. P. Clair
R. P. Clair

Robin Patric Clair is a Full Professor, Diversity Fellow and a Fellow to the Center of Creative Endeavors at Purdue University. She has won research awards in rhetoric, narrative, ethnography and organizational communication, including two 'Outstanding Book of the Year' awards, two 'Best Research Article of the Year' awards, the 'Golden Anniversary Award' and multiple 'Top Paper' Awards for her research.  www.robinclair.com

 

 

 


Carlos Alberto Torres
Carlos Alberto Torres

Carlos Alberto Torres is a political sociologist of education who is a Professor of Social Sciences and comparative education at the Graduate School of Education and Information Studies, University of California, Los Angeles (UCLA). He is also the Director of the Paulo Freire Institute, and Associate Dean for Global Programs. 

See more detail at carlosatorres.com


Philip G. Altbach
Philip G. Altbach

BOSTON COLLEGE

J. Donald Monah, S.J. University Professor, Lynch School of Education

EXPERTISE/INTERESTS

Comparative education, history, and philosophy of higher education; international education; student political activism; the academic profession; knowledge networks

My research interests focus on international higher education issues, and especially with topics that relate to developing and emerging economies. These include the academic profession, the role of research universities, student political activism, higher education reform, and others.

I have recently been involved in an international study of academic salaries in 28 countries—reported in our Paying the Professoriate: A Global Comparison of Compensation and Contracts. I am also concerned with global higher education trends, and particularly the implications of mass higher education globally.

More: http://www.bc.edu/schools/lsoe/facultystaff/faculty/altbach.html

 

 

 

 

 


Ole Skovsmose
Ole Skovsmose

Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of landscape of investigation, mathematics in action, students’ foreground, and ghettoising. He has been professor at the Department of Learning and Philosophy, Aalborg University, Denmark. He is now retired and lives most of his time in Brazil where he collaborates at the Postgraduate Programme in Mathematics Education at Universidade Estadual Paulista (UNESP), Campus de Rio Claro. He has published more than twenty books including Towards a Philosophy of Critical Mathematics Education, Dialogue and Learning in Mathematics Education (together with Helle Alrø), Travelling Through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage (edited together with Brian Green).

 

Ole Skovsmose combines his academic career with an artistic. He has staged exhibitions in galleries and museums in many different countries. Besides, he has participated in various collaborative art projects, for instance combining music and painting. The book Saudade shows many of his paintings, and tells about his work. Ole Skovsmose is a member of the Association Internationale des Arts Plastiques and the Danish Association of Visual Artists (Billedkunstnernes Forbund).

 

www.bkf.dk/ole-skovsmose

www.artguidedenmark.dk/OleSkovsmose

www.sinapespaiap.com.br/index.php?page=artistas.skovsmose

 

E-mail: osk@learning.aau.dk


Justin Dillon
Justin Dillon

Professor Justin Dillon, Department of Education & Professional Studies at King’s College London and Head of the Science & Technology Education Group, has been recognised for his ‘Outstanding Contributions to Research in Environmental Education’ by the North American Association for Environmental Education (NAAEE). This is only the second time that the annual award has gone to a UK academic. Professor Dillon was presented with the award at the NAAEE Annual Conference in Baltimore, Maryland on Saturday 12 October 2013.

http://www.kcl.ac.uk/sspp/news/newsrecords/2013/naaee-award.aspx


David Hamilton
David Hamilton

Having worked in Scotland, England and Sweden, David hamilton found time in retirement to complete a trilogy of works on schooling that builds on Towards a Theory of Schooling (1989) and Learning about Education (1990).


Antero Garcia
Antero Garcia

Antero Garcia is an Assistant Professor in the English Department at Colorado State University. Prior to moving to Colorado, Antero was an English teacher at a public high school in South Central Los Angeles. Antero completed his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles, Antero's research focuses on developing critical literacies and civic identity through the use of participatory media and gameplay in formal learning environments. Antero's research has appeared in numerous journals including The Harvard Educational Review, English Journal, and Rethinking Schools. 


Julie A. Gorlewski
Julie A. Gorlewski

Julie Gorlewski is Assistant Professor of Secondary Education at the State University of New York at New Paltz. She taught secondary English for over 15 years in public schools where she served as founding director of a high school learning center and established an English as a Second Language Program as well as a Parent Volunteer Program.

She is the author of the book, Power, Resistance, and Literacy: Writing for Social Justice (2011, Information Age Publishers), which was selected for a 2011 Critic’s Choice Award by the American Educational Studies Association. In addition, she co-authored  Making it Real: Case Stories for Secondary Teachers (Sense, 2012) and co-edited  Using Standards and High-Stakes Testingfor Students: Exploiting Power with Critical Pedagogy  (Peter Lang Publishers, 2012), which was selected for a 2012 Critic's Choice Award by the American Educational Studies Association. She also co-authored Theory into Practice: Case Stories for School Leaders (Sense, 2012). 

Follow her on Twitter: @juliegorlewski


Kaarina Määttä
Kaarina Määttä

Author of Many faces of love


Noleine Fitzallen
Noleine Fitzallen

Noleine Fitzallen is a Lecturer in Assessment in the Faculty of Education at the University of Tasmania. She is an experienced secondary mathematics teacher (Years 7-12). Her research interests are diverse and broad ranging. Noleine’s PhD project explored the way in which primary students use the exploratory data analysis software, TinkerPlots Dynamic Data Exploration, to develop an understanding of covariation. Other research projects include the investigation of authentic assessment practices in teacher education;  the exploration of higher degree by research student/supervisor relationships and gratitude practices; the integration of Science, Technology, Engineering, and Mathematics (STEM) in the Australian Curriculum; and developing mathematics pathways for students in the vocational education and training (VET) sector to transition to tertiary study.


Paul Thomas
Paul Thomas

An Associate Professor of Education at Furman University since 2002, Dr. P. L. Thomas  taught high school English for 18 years at Woodruff High along with teaching as an adjunct at a number of Upstate colleges. He holds an undergraduate degree in Secondary Education (1983) along with an M. Ed. in Secondary Education (1985) and Ed. D. in Curriculum and Instruction (1998), all from the University of South Carolina.

Dr. Thomas has focused throughout his career on writing and the teaching of writing. He has published fiction, poetry, and numerous scholarly works since the early 1980s.

Currently, he works closely with the SC Council of Teachers of English (SCCTE) as co-editor of South Carolina English Teacher.

He is the Series Editor for the Sense Publishers series  Critical Literacy Teaching Series: Challenging Authors and Genres, in which he has an authored book, Challenging Genres: Comics and Graphic Novels (2010); and an edited volume, Science Fiction and Speculative Fiction: Challenging Genres (2013). 

More at: http://furman.academia.edu/PaulThomas

 


José Ignacio Galparsoro
José Ignacio Galparsoro

José Ignacio Galparsoro is “Docteur en Philosophie de l’Université de Paris-Sorbonne (Paris-IV)”, and Professor at the Department of Philosophy of the University of the Basque Country (Spain).

His researches include studies on Contemporary Philosophy and Science, specifically on Nietzsche’s, Foucault’ and Derrida’s thought, evolutionary Biology, and philosophical Anthropology.

 


Leslie B. Nissen
Leslie B. Nissen

Leslie Nissen is a retired public school educator living in Savannah, Georgia. During her tenure Nissen taught across the K-12 spectrum: high school English for pregnant and parenting teens, middle grades (6th - 8th) Language Arts, fifth grade, and gifted education resource classes.  Nissen also taught adult education and GED-prep courses in university satellite labs and at a county jail. Additionally, the author held educational leadership and central office positions, first as a School Improvement Specialist, and then as a Mentor Programs Specialist. As part of a Professional Learning team, Nissen trained hundreds of new teachers and coached many struggling veteran teachers.

The complications discussed in this book are personal for Nissen, who raised herself and her little brother in the sludge of "fermented parenting," and who had to change schools with alarming frequency due to her alcoholic mother's chronic quest for a new start. Nissen has also been the classroom teacher who had to accept new students mid-year who were on their second or third school for that year. The author brings to light her own experiences on both sides of the student / teacher coin in an effort to help educators understand (1) the turmoil of "Geographic Cure Children," who have no safety net within their newest new school or the community at large, as well as (2) the turmoil of teachers under the test-results gun who must deal with these "new kids" standing at their classroom doors mid-year.

Nissen earned her doctorate in Curriculum Studies at Georgia Southern University. She lives with her husband Andreas in their empty nest, and continues to advocate for children and teachers who are yanked uphill by cure-seekers whose Next Great Plans never seem to work out. 

The author can contacted via Facebook (Leslie B. Nissen) or email: Leslie@LeslieNissen.com. 

 

 

 

 

 


Adrienne Trier-Bieniek
Adrienne Trier-Bieniek

Adrienne Trier-Bieniek, PhD, is currently an assistant professor of sociology at Valencia College in Orlando, Florida. Her first book, Sing Us a Song, Piano Woman: Female Fans and the Music of Tori Amos (Scarecrow Press 2013), addressed the ways women have used Tori Amos’s music as a means to heal after experiencing trauma. She has published in the journals Qualitative Research and Humanity and Society, is a contributor to The Art of Social Critique: Painting Mirrors of Social Life and has been a guest columnist for The Orlando Sentinel. She is the editor of the forthcoming books Feminist Theory and Pop Culture (Sense 2015) and Fan Girls and Media: Consuming Culture (Roman and Littlefield 2014.) Adrienne has been a guest on NPR-WGVU, Power Talk Radio and has been interviewed by various media on the use of music as a tool for healing as well as gender stereotypes in pop culture.  Additionally, Adrienne is regularly invited to college campuses and community organizations to speak about music, gender and pop culture.  She has written for the Gender & Society Blog, Feministing.com, Girl w/ Pen and The Survivor Manual.  She regularly contributes to organizations seeking advice or information on music and healing.  Adrienne can be reached at www.adriennetrier-bieniek.com


James C. Jupp
James C. Jupp

James C. Jupp works as Assistant Professor of Curriculum and Instruction at Georgia Southern University. He worked in rural and inner-city Title I settings for eighteen years before accepting a position working with teachers, administrators, and researchers at the university level. A public school teacher in diverse rural poor and inner-city Title I schools, his first line of research focuses on committed White teachers’ understandings of race, class, language and difference pedagogy. Drawing on his experiences as teacher, he is the author of "Becoming Teachers of Inner-city Students," a piece which adds to discussions of White teachers recently published in Urban Education.  Additionally,  drawing on his experiences living and studying in Spanish language traditions in Mexico and Texas, his second line of research develops cosmopolitan Hispanophone curriculum for educating Latino students. Emerging from his concerns for understanding cultural differences in education, cosmopolitan Hispanophone curriculum seeks to develop historicized critical understandings of difference in education. James C. Jupp has published more than twenty scholarly articles in a variety of journals including the Gender and Education, Urban Education, Curriculum Inquiry, Journal of Curriculum Theorizing,  International Journal of Qualitative Studies in Education, International Journal of Qualitative Methods,  Journal of the American Association for the Advancement of Curriculum Studies, the Journal of Curriculum and Pedagogy,  The English Journal, and Multicultural Review. His second book, Becoming Teachers of Inner-city Students, will be published on Sense Publishers in 2013.


Wolff-Michael Roth
Wolff-Michael Roth

Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research: learning science in learning communities, coteaching, authentic school science education, cultural-historical activity theory, social studies of science, gesture studies,qualitative research methods, embodied cognitionsituated cognition, and the role of language in learning science and mathematics. 

(from Wikipedia: http://en.wikipedia.org/wiki/Wolff-Michael_Roth)


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