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Authors

 
Petar Jandrić
Petar Jandrić

Petar Jandrić is an educator and academic researcher. His background is in physics, education, and information science, and his research interests are situated at the post-disciplinary intersections between technologies, pedagogies and the society. Petar worked at Croatian Academic and Research Network, University of Edinburgh, Glasgow School of Art, and University of East London. At present he works as professor and director of BSc (Informatics) at the Zagreb University of Applied Sciences, and visiting associate professor at the University of Zagreb. 


Ignacio Calderón-Almendros
Ignacio Calderón-Almendros

Ph.D in Pedagogy, Assistant Professor at the Department of Theory and History of Education and Research & Diagnosis Methods in Education at the University of Malaga, Spain. He teaches in different Education Degrees and in Master’s in Social Change and Educational Professions (University of Málaga). He is Guess Lecturer in Postgraduate Diploma in Pedagogy of differences (FLACSO - Latinoamerican Faculty of Social Sciences, Argentina). He has collaborated with different universities in Latin America. Member of "Independent Living Forum" in Spain and Member of the Education Scientific Commitee of Iberoamerican Federation of Down Syndrome.

His research interests lie on Inclusive Education, Disability Studies, Disadvantage and Sociocultural processes of Exclusion. He has authored some books in Spanish, one of them obtained two international recognitions: Honorary Mention in 2016 Awards for Qualitative Book in Spanish or Portuguese (by International Association of Qualitative Inquiry, University of Illinois) and 2014 Disability and Human Rights Award (by Spanish Commitee of Representatives of People with Disabilities, Madrid). Research papers published, among others, in "Disability & Society", "Educational Philosophy and Theory", "Revista de Educación", "Cultura & Educación" or "British Journal of Sociology of Education".


Aaron J. Sickel
Aaron J. Sickel

Dr. Aaron Sickel is a specialist in STEM education for the Hawaii State Department of Education. He provides supports for curriculum development, professional development, and school projects in a wide range of STEM education initiatives. He studies how beginning teachers develop knowledge, beliefs, and practice for teaching science and integrated STEM, the affordances and constraints of beginning teacher development, and the interactions between education policy initiatives and teacher learning. He is interested in using results from this line of research to inform the improvement of teacher education and professional development programs.


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 L. Thomas
Paul L. 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

 


Jessica Smartt Gullion
Jessica Smartt Gullion

Jessica Smartt Gullion, PhD, is Assistant Professor of Sociology at Texas Woman's University, where she teaches courses on qualitative inquiry, as well as medical and environmental sociology. She has published more than 30 peer-reviewed articles and book chapters, in journals such as Qualitative Inquiry, the International Review of Qualitative Research, and the Journal of Applied Social Science. Her essays and Op-Eds have appeared in a variety of outlets, including Newsweek, The Conversation, Alternet, and Inside Higher Ed.


Aaron D. Isabelle
Aaron D. Isabelle

Dr. Aaron Isabelle is an Associate Professor of Science Eduation at the State University of New York at New Paltz. He is an active member of the Association for Science Teacher Education (ASTE) serving as a manuscript peer reviewer, conference proposal reviewer, and previously serving on the committee for professional development. He currently serves as the Assistant Editor of The Science Teachers’ Bulletin, the official journal of the Science Teachers’ Association of New York State (STANYS). He has authored or co-authored numerous articles on university-school partnerships, alternate conceptions in science, and inquiry-based teaching methods for improving the teaching and learning of science. ORCID Record: http://orcid.org/0000-0003-4321-5186


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.

 


Kimberly Dark
Kimberly Dark

Kimberly Dark is a writer, professor and raconteur working to reveal the hidden architecture of everyday life one clever story, poem, essay and performance at a time. She teaches in the graduate program in Sociological Practice at Cal State San Marcos as well as in the CSU Summer Arts program. Her particular form of "practice" involves engaging, intimate story-performances. Her work has been invited to hundreds of venues internationally.

The Evening Echo in Cork Ireland says 'the balance between objectivity and intimate analysis certainly gives Dark an edge and has made her a force to be reckoned with on every level.' The Salt Lake Tribune says 'Dark doesn’t shy away from provocative, incendiary statements, but don’t expect a rant. Her shows, leavened with humor, are more likely to explore how small everyday moments can inform the arc of our lives.' The High Plains Reader in Fargo ND says 'Dark’s skill as a storyteller gets to your heart by exposing hers.'


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 email: LNissen@gmail.com and Twitter: @LeslieNissen.

 

 

 

 

 


Sheldon Richmond
Sheldon Richmond

Sheldon Richmond is an Independent Scholar and author of Aesthetic Criteria:Gombrich and the Philosophies of Science of Popper and Polanyi (1994).


Ronald J. Pelias
Ronald J. Pelias

Ronald J. Pelias attended Southern Methodist University for his B.A. (1968) and MFA (1971) and received his doctorate in performance studies at the University of Illinois (1979). He taught performance studies from 1981-2013 in the Department of Communication Studies at Southern Illinois University, Carbondale and his currently teaching at the University of Louisiana, Lafayette. He works on the stage primarily as a director and on the page as a writer committed to non-traditional forms of scholarly representation. His most recent books exploring qualitative methods are Leaning: A Poetics of Personal Relations (2011), Performance: An Alphabet of Performative Writing (2014), and If the Truth Be Told: Accounts in Literary Forms (2016). He is also the author of the acclaimed, A Methodology of the Heart: Evoking Academic and Daily Life (2004).


Joseph R. Jones
Joseph R. Jones

Joseph R. Jones, PhD is a former high school English teacher and is known widely for his research addressing bullying and homophobia in educational environments. He has published copiously on the topic and has been interviewed extensively by media outlets about bullying in schools.   Most recently, he was awarded a national award from Auburn University for his scholarship and service. He earned his PhD from The University of Rochester. He currently teaches at Mercer University.


Simone Torsani
Simone Torsani

Simone Torsani is Lecturer of Second Language Acquisition and Computer Assisted Language Learning at Genoa University, Italy.
His research interests are in the area of language learning and teacher education, especially in connection with technology.

Linkedin: https://www.linkedin.com/in/simonetorsani


Michael Michie
Michael Michie

Michael Michie is an adjunct research fellow at the Batchelor Institute of Indigenous Tertiary Education. He is interested in indigenous science and cross-cultural teaching.


Michele Amoroso
Michele Amoroso

Michele Amoroso is a native of Queens, New York.  She has been a New York City public school teacher for twenty years.  As a hairdresser Amoroso attended night school and earned certificates in early childhood and childhood education, administration and supervision, and a masters of science in elementary education.  Since then Amoroso has taught early literacy, math, social studies and science and strives to create rich contexts for learning through taking socio-cultural approaches to curriculum development and instruction.  She continues that approach in her current position as a prekindergarten through third grade science teacher for approximately 300 young learner-scientists of all fields of science. Amoroso has been conducting teacher research for over a decade and this has informed her day-to-day work as well as her work in teacher education as a lecturer in the areas of science, mathematics, and literacy education at Queens College, City University of New York.  Amoroso has presented her research at several education conferences including those sponsored by the National Association of Research in Science Teaching and the Association of Science Teacher Educators organizations.  She is also the author of a book about teaching and learning science with children, Being and Becoming Scientists Today (with Kirch), and a handbook chapter demonstrating the development of an Earth and space science lesson for an early childhood audience.


José Luis Aróstegui
José Luis Aróstegui

José Luis Aróstegui (BMus, BEd, PhD Ed) is Professor of Music Education at the Granada University Music Education Department, Spain. He has presented papers at all the ISME conferences since 2002, hosted the 2004 MISTEC seminar in Granada, and served as MISTEC Commissioner (2004-2010) and Chair (2008-2010). He has carried out postdoc research at the University of Illinois (2001-2003) and participated in many international projects, convening a EU evaluation major about music teacher education in Europe and Latin America (2004-2007). Derived from his research projects, he has presented papers at national and international conferences, published numerous academic articles, and edited the books Globalización, posmodernidad y educación, Educating music teachers for the 21stcentury and La Música en EducaciónnPrimaria. Manual de Formación del Profesorado. José Luis serves as member of the IJME-Research Editorial Board since 2004, and is the Editor of Revista Internacional de Educación Musical, a new ISME international journal in Spanish.


Halla B. Holmarsdottir
Halla B. Holmarsdottir

Halla B. Holmarsdottir is a Professor in Multicultural and International Education at Oslo and Akershus University College. She holds a PhD in Education and Development from the University of Oslo. Holmarsdottir has been working with education and development for roughly 20 years working in both Africa and Asia. She is the scientific coordinator of the Gender Equality, Education and Poverty (GEEP) project and a member of the project on Education and Sustainable Development in a Post-Conflict Southern Sudan (NUCOOP). Both projects involve a consortium of several institutions and researchers and are funded by funded by the Norwegian Ministry of Foreign Affairs. Her academic competency is within both humanities and social science, which has contributed to an interdisciplinarity in her work. 

Since 2005 she has served as the UNESCO liaison representing the World Council of Comparative Education Societies (WCCES). In this capacity she has participated in numerous High Level meetings and NGO forums at UNESCO. Furthermore, she has organized and participated in seminars, congresses and conferences covering a wide range of topics and she is currently the head of a research group at the Faculty of Education and International Studies. 


Amanda Ajodhia-Andrews
Amanda Ajodhia-Andrews

Dr. Ajodhia-Andrews’ research focuses on school inclusion and equity for young people with disabilities, especially those with Autism Spectrum Disorder, from diverse ethnic backgrounds. She is also interested in exploring young people with disabilities' participation in research, notions of difference and normalcy, qualitative methods of inquiry, and international perspectives of inclusive education. She has been involved with various research projects at OISE/University of Toronto, Ryerson University, University of Toronto, and the Centre for Addiction and Mental Health. Her international research experience includes work with the Consultative Group on Early Childhood Care and Development, and as Principal Investigator of research projects examining inclusive education within Guyana and Cambodia.

Dr. Ajodhia-Andrews has extensive clinical experience as a therapist and consultant (Intensive Behavioural Intervention/Applied Behavioural Analysis) for children and youth with Autism (including Asperger syndrome), global developmental delays, and speech/language delays. She also served as a Lecturer and Faculty Advisor for the School of Early Childhood Studies at Ryerson University (BA and MA program), teaching courses on inclusive education, disability in childhood, and working with diverse families and communities. She has dedicated years to supporting young people with disabilities and their families in the Greater Toronto Area, Canada.

Dr. Ajodhia-Andrews received her PhD from the Ontario Institute for Studies in Education of the University of Toronto. She also holds a Master of Arts from Ryerson University (Early Childhood Studies) and an Honours Bachelor of Science from the University of Toronto (Specialist in Psychology).

 

 


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 Feminist Theory and Pop Culture (Sense Publishers, 2015) and Fan Girls and Media: Consuming Culture (Rowman and Littlefield, 2015). 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