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Susan A. Kirch
Susan A. Kirch

Susan A. Kirch is an Associate Professor of Science and Childhood Education at New York University in the Department of Teaching and Learning. In 2012 Kirch was recognized by the Steinhardt School for a Teaching Excellence Award for her work preparing elementary science teachers for teaching science as well as doctoral candidates who are interested in science education systems more broadly. Prior to becoming a science teacher educator Kirch began her career at Mount Holyoke College, then Harvard and UCSF as a molecular biologist working with mentors and colleagues in evolutionary molecular biology, immunology, and developmental neuro-genetics to publish articles in Science, Development, and Proceedings of the National Academy of Sciences, among others.   After participating in a variety of initiatives designed to bring teachers, K-12 students, educational researchers, and scientists together to study access to science, Kirch was inspired to switch her research focus to science education.  Since then the partnership with Amoroso has become an unparalleled space for idea generation, critical science curriculum production, and collaborative exploration with children, which have fueled her interests in how learner-scientists contribute to scientific knowledge creation as well as understanding the reconstruction of process-tools such as evidence, causality and relevance in school classrooms.  Kirch is particularly curious about the nature of scientific inquiry that all students experience in and out of formal school contexts.  In 2008 (with A. Stetsenko and C. Milne), she received a National Science Foundation award to study how children experience the concept of evidence. She has published chapters and articles with colleagues in education on school funding, inclusion, feminist pedagogy, curriculum, evidence and knowledge production, and the production and resolution of uncertainty in science and science classrooms.  This book with Amoroso is her first.


Petra Ponte
Petra Ponte

Petra Ponte (1951) is an educationalist and expert in action research and other forms of practice based research who, since 1 February 2008, has been Professor in the Education Research Centre at Utrecht University of Applied Sciences and head of the professoriate Behaviour and Research in the Educational Praxis . She also worked as a researcher at Leiden University (ICLON). Earlier in her career she has worked as a teacher, project leader and researcher in various settings in the fields of Education for All, pupil guidance, action research and educational innovation. From 1 January 2003 to 1 January 2008 she was a Professor at Fontys OSO (a teacher education college for special educational needs). She is currently also Adjunct Professor at RIPPLE, Charles Sturt University and Honorary Professor at the Faculty of Education and Social Work, University of Sydney, both in Australia. She was until recently co-ordinating book editor of the international journal Educational Action Research and is still associate member of several international journals. Her recent publications have focused on connections between the continental European tradition of pedagogy/philosophy and the Anglo-American tradition in the fields of action research and practitioner research. She has a special focus on action research, moral dimensions of education and teacher professional development and was an active participant in international networks.

She is retired since July 2012 and continues some work on free-lance base.


Derek Jones
Derek Jones

Derek Jones is a Senior Lecturer in Design at The Open University and module chair for U101: Design Thinking, the innovative and award winning Level 1 entry course for the university’s Design and Innovation degree.

His main research interests are: the pedagogy of design and creativity, Design Thinking and theory, and virtual design environments. Derek is a qualified architect with 15 years of experience in the construction design and procurement industries.


Robert Mayes
Robert Mayes

Robert L. Mayes

Biographical Sketch

 

 

Robert Mayes received his B.S. (1979) and M.S. (1981) in Mathematics with a secondary education focus from Emporia State University and his Ph.D. in Mathematics Education from KansasStateUniversity (1989).  He has taught mathematics on the high school, community college, and university levels.  In his tenures at West Virginia University, University of Wyoming, and University of Northern Colorado he specialized in teaching mathematics for teachers through distance education programs, served as Co-PI on three major NSF grants and an Upward Bound Mathematics and Science grant, and wrote ACT in Algebra, a text for an applied technology driven college algebra course. He has been the director of four science and mathematics education institutes, the most recent being the Institute for Interdisciplinary STEM Education at Georgia Southern University.


Per Dahl
Per Dahl

Professor dr. philos. Per Dahl (b. 1952) studied at the University of Trondheim, Norway (musicology, philosophy and psychology), and has been working in Stavanger since 1979 (Music Conservatoire, now Department of Music and Dance). He is consultant to The Norwegian Institute of Recorded Sound (1985-). He was rector at Stavanger University College (2000-2003). After finishing his dissertation at the University of Stavanger in 2006 (Title: Jeg elsker Dig! Lytterens argument. Grammofoninnspillinger av Edvard Griegs opus 5 nr.3, he has written three books: Anvendt musikkestetikk. /Applied music aesthetics (2008) and Verkanalysen som fortolkningsarena/Music analysis as an arena of interpretation (2011) and Music and Knowledge. A Performer’s Perspective now released at Sense Publishers. He is head of a researcher group focusing on Practitioner Knowledge in Music and Dance. He is member of IMS Directorium.


Armineh Soorenian
Armineh Soorenian

Armineh Soorenian completed her Doctoral study at University of Leeds – Centre for Disability Studies.  In this research, she investigated disabled international students’ experiences in English universities in such areas as: access and information, disability services, learning and teaching, and social life.  As an independent researcher, Soorenian continues research and publication in the field of inclusive education and has published articles in journals such as Disability and Society.  Soorenian’s research interests extends into disabled women’s concerns in today’s Britain under the Coalition Government and she has contributed to the disability section of the UK CEDAW Shadow report – Women’s Equality in the UK: A health check.


Elizabeth Grierson
Elizabeth Grierson

Elizabeth Grierson is Professor of Art and Philosophy at RMIT University, Melbourne and Adjunct Professor at AUT in Auckland. Since 1990 Elizabeth has undertaken leadership roles in university education in Auckland New Zealand, and Melbourne Australia, and was a Visiting Research Fellow at the University of Brighton, UK 1998-99. She is a Life Fellow of the Royal Society of Arts (UK). Elizabeth has a PhD in Education (Auckland), Juris Doctor (RMIT), MA (1st Class Hons) Art History, and BA (English language and literature); she holds a Diploma of Teaching (NZ), is qualified in speech and drama with Licentiate Diploma (NZ Speech Board) and ATCL (Trinity College, University of London). In 2012 she completed an intensive program in European economics, business and finance at the University of Aarhus Denmark. Her work in law focuses her interest in social justice and she has undertaken work in the Magistrates Court of Victoria, Melbourne, and a research project on Interlocutory Appeals in criminal law at the Supreme Court of Victoria, Court of Appeal. Elizabeth is executive editor of the journal ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies, now incorporated with Educational Philosophy and Theory (EPAT) published by Routledge Taylor & Francis. Elizabeth publishes and speaks widely in the fields of the arts, aesthetics, the politics of knowledge, law and education.

 

 

 

 

 

 

 

 


Denise Armstrong
Denise Armstrong

Dr. Denise E. Armstrong is an Assistant Professor, in Administration and Leadership, in the Faculty of Education at Brock University. She has worked in K-20 institutions in Canada and the Caribbean in a variety of teaching and administrative roles. Her research and writing focus on organizational change and leadership transitions, values and ethics, micropolitics, and social justice. She is the author of  Administrative Passages: Navigating the Transition from Teacher to Assistant Principal and co-author of Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity and Social Justice.

Tony E. Adams
Tony E. Adams

Tony Adams is a Professor and Chair of the Department of Communication at Bradley University. 


Patricia Leavy
Patricia Leavy

Patricia Leavy, PhD is an independent scholar, novelist and public speaker (formerly Associate Professor of Sociology, Founding Director of Gender Studies and Chairperson of Sociology & Criminology at Stonehill College).

                             

She is the author/editor/co-editor of 14 nonfiction books including, The Oxford Handbook of Qualitative Research (2014), Gender & Pop Culture: A Text-Reader (2014), Fiction as Research Practice (2013), Essentials of Transdisciplinary Research: Using Problem-Centered Methodologies (2011), and the best-seller Method Meets Art: Art- Based Research Practice (2009). She is regularly quoted by the national media for her expertise on popular culture and gender, has appeared on a number of national news programs and radio, and is a regular blogger for the Huffington Post, The Creativity Post, and We Are the Real Deal.

 

Dr. Leavy is the Series Editor for 4 Sense Publishers' series including the Social Fictions series, and has authored two best-selling novels in that series to date American Circumstance (2013) and Low-Fat Love.

 

The American Creativity Association has awared her the prestigious 2014 Special Achievement Award for her work with advancing arts-based research and particularly for the Social Fictions series.

 

Patrica has also received the 2015 Special Career Achievement Award from the International Congress of Qualitative Inquiry for her work in art-based research and the Series that she manages and edits for Sense Publishers.

 

She was named the “New England Sociologist of the Year 2010” by the New England Sociological Association and has been nominated for a Lifetime Achievement Award by the International Congress of Qualitative Inquiry.

 

For more information please visit www.patricialeavy.com


Casey Burkholder
Casey Burkholder

Casey Burkholder is a PhD Candidate at McGill University whose research explores the intersections of gender, identity, DIY media-making, civic engagement, and Social Studies education. She is an instructor at McGill University, Concordia University, and the University of Prince Edward Island, and is the managing editor of the Canadian Journal for New Scholars in Education.


Maria Varelas
Maria Varelas

Dr. Maria Varelas is Professor of Science Education in the Department of Curriculum & Instruction and an Honors College Faculty Affiliate at the University of Illinois at Chicago (UIC). Her research focuses on classroom-based learning and teaching of science in urban schools that educate predominantly students of color in economically challenged neighborhoods as she works with teachers to reform science education aiming at equity and social justice, and to explore possibilities and challenges that emerge in such efforts. Prof. Varelas has held leadership positions in the field of science education that include: elected member of the Board of Directors of NARST: A Worldwide Organization for Improving Teaching and Learning Through Research; Chair of NARST’s Research Committee; co-editor of the Learning section of Science Education; associate editor of the Journal of Research in Science Teaching; Higher Education editor of Spectrum–the journal of the Illinois Science Teachers Association; consultant to the 2012 US Framework for K-12 Science Education; and member of NSF Committees of Visitors.


Jonathan Wyatt
Jonathan Wyatt

Jonathan is Senior Lecturer in Counselling and Psychotherapy at The University of Edinburgh. Jonathan’s research examines the entanglement of self and other within and beyond the therapeutic encounter; and it troubles what we mean by ‘self’ and ‘other’. He undertakes this research through autoethnography (or, better, 'assemblage/ethnography'), collaborative writing as inquiry and, latterly, through bringing these together with dance/movement, performance and film. His work connects the dots between collaborative inquiry in the context of research and collaborative inquiry in the context of therapy, searching for – and doubting – the transformative resources in each.

He is the author and editor of several books, most recently co-edited, with Tony Adams, On (Writing) Families: Autoethnographies of Presence and Absence, Love and Loss (Sense, 2014).


Ryan Clements
Ryan Clements

Ryan Clements is a lawyer turned marketing professional, entrepreneur, and writer. In addition to his writing and entrepreneurial projects, Ryan also works as a marketing executive for an international training company that provides customized educational solutions to a variety of industries. He is also a contributing writer to the online productivity magazine Lifehack.org, and also writes frequently on the topics of motivation, career planning, marketing and entrepreneurialism on his blog www.ryanclements.com.


Christina Parker
Christina Parker

Christina Parker is a faculty member in the Education and Society Department at the University of Toronto and in the Social Development Studies Department at the University of Waterloo. She holds a PhD from the Ontario Institute for Studies in Education of the University of Toronto, and teaches undergraduate and graduate courses in teacher education, peacebuilding, social justice, civic engagement, leadership, communication, and managing conflict in schools and communities.

An Ontario-certified teacher, she has taught in elementary, secondary, and postsecondary educational institutions in Canada and beyond, including in the Toronto District School Board, the University of Calgary, Ryerson University, Johns Hopkins University, and Maru-a-Pula School in Botswana.

Dr. Parker focuses her research on how marginalized students can be provided opportunities to be heard and included in the classroom through peacebuilding, conflict resolution, and restorative justice. Currently, she is researching how schools in low-income communities are implementing peacemaking circles to support constructive conflict dialogue.

Dr. Parker served as President of the Citizenship Education Research Network (CERN) and board member of the American Educational Research Association’s (AERA) Peace Education Special Interest Group. Her publications on peacebuilding education, multiculturalism, and immigrant students in Canada have appeared in the International Journal of Peace Studies, Theory & Research in Social Education, the Journal of Teaching and Learning, the English Quarterly, and the Citizenship Education Research Journal. 


Alessio Surian
Alessio Surian

Alessio Surian works as Associate Professor at the University of Padova where he teaches Interpersonal Communication and Transformative Learning. He is a member of the Special Interest Groups on Social Interaction, and on Teaching and learning in Culturally Diverse Settings of the European Association for Research on learning and Instruction. He is also a member of the research team NUS on urban communities at the University of Buenos Aires, and of the InteRGRace research network. 


Kate Evans
Kate Evans

Kate Evans is a writer and a psychotherapeutic counsellor, she tutors for the University of Hull in Scarborough in the UK in creative writing. She writes poetry, fiction and creative non-fiction. She has an inexplicable ambition to reinstate Edith Sitwell to the poetry cannon. Find her on facebook or at www.writingourselveswell.co.uk


Nicholas D. Hartlep
Nicholas D. Hartlep

Nicholas D. Hartlep, Ph.D., is an Assistant Professor of Educational Foundations at Illinois State University.


Christa Boske
Christa Boske

I am committed to building bridges among Kent State University's Educational Administration program, P-12 schools, and community organizations in an effort to promote culturally responsive practices and policies in schools around the world. With 18 years of experience in P-12 public schools and eight years in higher education, I work to promote transformational learning experiences for aspiring and practicing school leaders. I have five edited books bringing children, families, teachers, school leaders, community members, and scholars together to promote issues of social justice and equity in schools.

As of June 1, 2015:

8,037 Downloads

114 Citations

24 Journal Articles

5 Books

19 Total chapters  (13 Peer-Reviewed and 6 Invited Chapters)

Article identified as the “#5 Most-Cited Articles” out of all of the case studies published in the Journal of Cases in Educational Administration.

Article also identified as “#10 Most-Read Articles from Month to Month based on full-text and pdf views” in all of the cases published in the Journal of Cases in Educational Administration.

 

Below are some of my most recent publications:

Boske, C., & Becerril, L. (in press). Womentum: Women school leaders using the power of relationships to build bridges among children, families, and schools in meaningful ways. National FORUM of Educational Administration and Supervision [Special Issue].

Boske, C. (2015). Preparing school leaders to interrupt racism at various levels within educational systems. International Journal of Multicultural Education. 17(1), 121-142.

Sallee, M., & Boske, C. (2013). There are no children here: Understanding the lived experiences of children in poverty at an inner-city charter school. Journal of Cases in Educational Leadership [Special Issue].

Boske, C. (2012). Sending forth tiny ripples of hope that build the mightiest of currents: Understanding how to prepare school leaders to interrupt oppressive school practices. Planning and Changing [Special Issue], 43(1-2), 183-197.

Boske, C. (2012).Aspiring school leaders addressing social justice through artmaking. Journal of School Leadership, 22(1), 116-146.

Boske, C. (2011). My name is Michelle: A real-life case to raise consciousness. Journal of Cases in Educational Leadership on    Queer Theory/Queer Cases [Special issue], 14(2), 49-60.

Boske, C. (2011). Sense-making reflective practice: Preparing school leaders for non-text-based understandings.Journal of Curriculum Theorizing, 27(2), 82-100.

Boske, C., & McCormack, S. (2011). Building understanding of the role of media literacy for Latino high school students. High School Journal, 94(4), 167-186.

Edited Books:

Boske, C., & Osanloo, A. (in press 2015). Students, teachers, and leaders addressing bullying in schools. (Sense Publishing).

Boske, C., & Osanloo, A. (in press 2015). Living the work: Leaders for social justice around the globe (Emerald Publishing).

Boske, C. (2012). Educational leadership: Building bridges among ideas, schools and nations. Charlotte, NC: Information Age Publishing.

Boske, C., & Diem, S. (2012). Global leadership for social justice: Taking it from the field to practice. Emerald Publishing Educational Leadership Book Series.

Tooms, A. K., & Boske, C. (Eds.) (2010). Building bridges: Connecting educational leadership and social justice to improve schools. Charlotte, NC: Information Age Publishing.


Shibao Guo
Shibao Guo

Shibao Guo (郭世宝) is Professor in the Werklund School of Education at the University of Calgary. His research interests include citizenship and immigration, Chinese immigrants in Canada, ethnic relations, multicultural and anti-racist education, and comparative and international education. He is co-editor of two Sense book series: Transnational Migration and Education and Spotlight on China.

 


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