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John Novak
John Novak

 

John Novak is a Professor of Graduate Studies in the Faculty of Education at Brock University, Ontario, Canada. As an invited speaker around the world, he has given keynote addresses from north of the Arctic Circle to the bottom of New Zealand. A former public school teacher and three time chair of his department and former President of the Society of Professors of Education, he has written a dozen books and monographs on inviting schools, educational leadership, and John Dewey.


Brooke A. Hofsess
Brooke A. Hofsess

BROOKE ANNE HOFSESS is an art educator and qualitative methodologist immersed in aesthetic and poetic approaches to inquiry contemplating teacher education and renewal. These approaches are informed by her creative practices of papermaking, book arts, letterpress printing, and writing. Currently an Assistant Professor of Art Education at Appalachian State University, she comes to academia with seven years of professional experience in K-12 education and community arts, and holds a MA in Art & Art Education from Teachers College, Columbia University and a PhD in Art Education from the University of Georgia. Her research has received honors including the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association. Her work has been published widely in academic journals (International Journal of Education and the Arts, Visual Arts Research, Critical Studies <=> Cultural Methodologies, Qualitative Inquiry), and she is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal (Sense Publishers).


Scott Richardson
Scott Richardson

Scott Richardson is a curriculum theorist and researcher in the areas of gender, sexuality and democratic, alternative, and international education. He is an Assistant Professor of Educational Foundations, Women's Studies Affiliate, and former Co-Director 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.

 

Christopher Boyle
Christopher Boyle

Dr Chris Boyle is a Senior Lecturer in Educational Psychology and Inclusive Education in the School of Education at the University of New England. His main research interests are in the area of teacher perceptions of inclusion and students attributions for success and failure in learning. Previously Chris has worked as a secondary school teacher and as an educational psychologist in Scotland. He is currently editor of the Australian Educational and Developmental Psychologist and he has published widely in psychology and education.


Philip Wing Keung Chan
Philip Wing Keung Chan

Philip Wing Keung Chan is an Assistant Lecturer in the Faculty of Education, Monash University. He has worked in course development and training at the Chinese University of Hong Kong, the University of Hong Kong and the Hong Kong Federation of Education Workers. He was a convenor of Monash Education Research Community (MERC) and is leading two publishing projects titled ‘Asia as Method in Education Studies: A Defiant Imagination’ and 'Equality in Education: Fairness and Inclusion' at Monash University. His recent edited book is 'Asia Pacific Education: Diversity, Challenges and Changes' published by Monash University Publishing in August 2012.


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.


David Anderson
David Anderson

Dr. David Anderson is a Professor and the Director of the of Museum Education program at the University of British Columbia (UBC), Vancouver, Canada. His academic work is situated in the fields of Museum Education and Science Education, and he has made contributions to these fields through initiating, reforming and strengthening collaborations between museums, schools and universities. He is a Japan Foundation, Ritsumeikan and Unversitas 21 Research Fellow. His research contributions span the globe, but have had particular impact and relevance for the nations of Asia. E-mail: david.anderson@ubc.ca


Marie-Claire Patron
Marie-Claire Patron

Marie-Claire Patron has a background in education through teaching French and Spanish in Australia, France and Spain. During her eight years in Spain, she had industrial experience in business, law, banking and the building industry, using extensively her skills in Interpreting and Translation. Marie-Claire is an Assistant Professor in language teaching and her research focuses on the intercultural field and the internationalisation of students. She has been at Bond University, Australia for 21 years, 18 as Head of French and Spanish Language. This is Marie-Claire’s third book.


Lee A. Gabay
Lee A. Gabay

As an educator L.A. Gabay has taught in school’s for court involved youth for over twenty–years. Gabay received his Ph. D. in Urban Education at the CUNY Graduate Center and a M.A. in Education from NYU.

His published works can be found in Teaching City Kids: Understanding and Appreciating Them (2006), The Praeger Handbook of Education and Psychology (2007), Key Works in Critical Pedagogy: Joe L. Kincheloe (2011), Critical Youth Studies Reader (2014) and writes for SLAM Magazine.


Emily A. Roper
Emily A. Roper

https://www.shsu.edu/~hpe_www/EmilyRoperHomepage.html

Dr. Emily A. Roper is an Assistant Professor in the Department of Health & Kinesiology at Sam Houston State University. Her area of specialization is Sport and Exercise Psycology/Sport Sociology


Paul R. Carr
Paul R. Carr

I am a Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada. My research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, intercultural relations, and transformational change in education. I am presently working on a SSHRC grant as the Principal Investigator: Democracy, Political Literacy and the Quest for Transformative Education (see www.education4democracy.net).


Silvia Cristina Bettez
Silvia Cristina Bettez

Silvia C. Bettez received her Ph.D. in Education from the University of North Carolina at Chapel Hill and a Graduate Certificate in Women’s Studies from Duke University. Her primary areas of specialization include: Sociology of Education; Race, Class, and Gender Intersections; Critical Multicultural Education; Qualitative Research Methods; and Feminist Gender Studies. Her dissertation research project explores the life stories of sixteen adult mixed race women who have one white parent and one parent who is a person of color. The research examines how participants navigate their hybridity, what we can learn from their stories in our efforts to communicate across lines of racial difference, and what experiences the women share that cross racial and ethnic lines. Dr. Bettez has publications (current and forthcoming) that cover a variety of topics related to social justice including: social justice activist teaching, the experiences of Latinas in higher education, and teaching globalization to privileged students.


Naved Bakali
Naved Bakali

Naved Bakali is an activist, educator, and researcher based out of Montreal. He has worked in the public school system as a secondary school teacher for over 9 years. Naved completed a PhD from McGill University in educational studies. His research has focused on Islamophobia and Muslim youth experiences in secondary schools since 9/11. Additionally, Naved has been a social activist working with Muslim grassroots organizations in the Greater Montreal Region for over 15 years.


Scott Eacott
Scott Eacott

Scott Eacott (PhD MLMEd GradCertPTT BTeach/BSocSci FACEL) is an educational administraton theorist and Director of the Office of Educational Leadership in the School of Education at the University of New South Wales.  He is widely published in the field of educational leadership, management and administration with research interests and contributions falling into three main areas: educational administration theory and methodology; school leadership preparation and development; and reconceptualising strategy in education. He can be contacted at: s.eacott@unsw.edu.au


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

 

 

 


Inna Semetsky Alexandra J. Cutcher
Alexandra J. Cutcher

Alexandra Cutcher is an academic in the School of Education, Southern Cross University, Australia. She comes to her teaching and research as a second-generation migrant woman for whom the Arts were an escape from marginalization and alienation. As a practicing artist she knows well from her own experiences of difference how powerful the Visual Arts can be as a vehicle for transformation, education, inspiration and relief. As a high school Creative Arts Head Teacher for almost thirty years, her experience has informed her practice and made her hyperaware of others who do not feel or look or act as if they belong. In her teaching, it has made Alexandra responsive to and appreciative of uniqueness and it has caused her to consciously and subconsciously cater for individual student need, utilizing curriculum and behaviour modification programs to that end. This hyperaware state has been of great benefit to Alexandra’s teaching and to the learning of her students. She brings this powerful experience to her work in Teacher Education and as such has been recognized for her expertise through perfect student feedback scores and a national teaching award.

Alexandra’s foundational experiences also informed her award-winning doctoral work which specifically examined migrant identity and belonging through the lens of arts-based research. Alexandra’s current research and teaching interests focus on what the Visual Arts can be and do: educationally, expressively, as research method, as language, as catharsis, as reflective instrument and as documented form. To this end, the provision of high quality Visual Arts education for students of all ages is a professional priority. These understandings inform Alexandra’s teaching and her spirited advocacy for Arts education.


Judit Orgoványi-Gajdos
Judit Orgoványi-Gajdos

Judit Orgoványi-Gajdos is a teacher educator of Pedagogy Department in Eszterházy Károly University, Hungary. She graduated as a teacher in Hungarian literature and grammar in 2005 and she is also a teacher of curriculum development. She has been teaching more than ten years, and she gained teaching experiences from primary school to adult teaching. Her current research interests include models of teacher education, teachers’ competencies, case-based learning in teacher education, and the development of teachers’ practical knowledge.


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