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Patricia DuffView profile

Professor

• Bilingual/multilingual education
• Decolonizing methodologies
• English as an additional language
• +6 more

Dr. Patricia Duff is a Professor at the University of British Columbia in the Department of Language and Literacy Education. Her research focuses on bilingual/multilingual education, identity formation, language ideologies, and decolonizing methodologies in language learning contexts. English and Mandarin language proficiency 604-827-5028 contact Active in language socialization studies across classrooms, families, and diaspora communities Research interests center on language socialization processes in transnational environments, heritage language education, academic discourse communities, and the intersection of pop culture with language pedagogy. She pioneered case study methods in applied linguistics and co-edited the Routledge handbook of research methods in applied linguistics . Key publication trends show sustained focus on Chinese language education (40+ publications), family/workplace language planning (15+), and critical discourse analysis of multilingual identities (25+). Her work spans qualitative classroom research, policy analysis, and sociocultural theory applications.

Ruth KershnerView profile

Lecturer

• Primary Education
• Inclusive Pedagogy
• Classroom Dialogue
• +5 more

Ruth Kershner is a University Lecturer in Psychology of Education and Primary Education at the Faculty of Education, University of Cambridge. She serves as Deputy Chair of the University Psychology Research Ethics Committee and contributes to the Psychology, Education and Learning Studies research group. Her career bridges educational practice and academic research through extensive school partnerships. Her educational qualifications include: BA (Hons) Social Studies PGCE Primary Education MSc Psychology and Education of Children with Special Needs MSc Child Development with Clinical Studies (professional educational psychology training) Kershner's research centers on primary classroom dynamics , investigating how dialogic approaches transform learning environments. She examines inclusive pedagogy through psychological and sociocultural lenses, focusing on children's active participation, teacher-student relationships, and knowledge construction. Her work pioneers dialogic research methods that empower educators to conduct classroom-based inquiries, while addressing critical gaps in knowledge exchange between scientific research and educational practice. Current projects explore diversity, belonging, and technology-enhanced collaborative learning in primary settings. Analysis of her 15 most recent publications reveals three dominant trajectories: (1) Development of practical tools like T-SEDA for analyzing classroom dialogue, (2) Integration of psychological principles into inclusive teaching frameworks, and (3) Technology-mediated collaborative learning in science education. Her work consistently connects theoretical rigor with classroom applicability across primary education contexts. Kershner actively shapes educational practice through funded research initiatives including ESRC Impact Acceleration projects (T-SEDA), British Academy/Leverhulme grants on diversity in primary classrooms, and Isaac Newton Trust studies on children's epistemological development. Though not currently accepting PhD students, she mentors Master's candidates in Primary Education, Psychology and Education, and Research Methods programs. Her leadership extends to the Cambridge Educational Dialogue Research Group (CEDiR) where she develops dialogic methodologies adopted internationally. She co-founded the Cambridge Educational Dialogue Research Group (CEDiR), creating a collaborative hub for advancing dialogic theory and practice. Her research methodology development occurs through sustained partnerships with primary schools across Cambridgeshire, focusing on practical implementation of inclusive pedagogies and dialogue-based learning frameworks. Current work with the Psychology Research Ethics Committee shapes ethical standards for educational psychology research nationally.

Fran RigaView profile

Researcher

• Adaptive Learning
• Dialogic Teaching and Learning
• Science Education for the Gifted (Especially Females)
• +4 more

Fran Riga is a Researcher at the University of Cambridge’s Faculty of Education, specializing in STEM education and research. She holds a PhD from the University of Cambridge and has extensive experience in secondary science and mathematics education across South Africa, Greece, and England. Her primary roles include research projects on adaptive learning, dialogic teaching, inquiry-based methodologies, and the intersection of science and religion in education. She also contributes to postgraduate teaching in Science MEd and Researching Practice courses. Education: BSc (University of Cape Town) PGCE (University of Cape Town) MEd (University of Cambridge) PhD (University of Cambridge) Research Interests: Fran’s work focuses on conceptual development in astronomy, adaptive learning technologies, dialogic pedagogy, and supporting gifted students in STEM—particularly females. She explores how inquiry-based approaches enhance student engagement and bridges between scientific theories and religious beliefs. Her research methodologies include both quantitative and qualitative analyses. Publications Trends: Her recent work emphasizes theoretical frameworks (e.g., Dewey’s pragmatism), practical pedagogy (e.g., inquiry-based learning), and equity issues (e.g., inclusive education for the gifted and gender balance in STEM). She collaborates frequently with peers like K.S. Taber on interdisciplinary topics such as science-religion dynamics and teacher training. Teaching and Supervision: Fran supervises postgraduate students in science education and contributes to PGCE assessment processes. She has no listed advisees but actively mentors trainee teachers through her course responsibilities. Labs/Teams: Her affiliations include CEDiR (Centre for Education Design, Evaluation, and Research) and the INSTRUCT Research Group, focusing on young children’s reasoning in chemistry.

Linda WillisView profile

Senior Lecturer

• Educational Leadership
• Parent-Community Engagement
• Teacher Education
• +3 more

Dr Linda Willis is an Honorary Senior Fellow in the School of Education at The University of Queensland. Her research focuses on parent-school-community engagement, educational leadership, and innovative pedagogical practices in teacher education. She has led projects such as the Principal Leadership for Parent-School-Community Engagement in Disadvantaged Schools Project , exploring strategies to enhance engagement in educationally disadvantaged contexts. Her work emphasizes the role of principals in fostering collaborative partnerships, leveraging digital tools for parent involvement, and integrating social justice principles into curriculum design. Willis has contributed to international publications on topics like coteaching, critical visual literacy, and the ethical use of social media in education. Willis has presented at conferences including the Australian Association for Research in Education and the Helping Families Change Conference, and her research has informed policy briefs for the Queensland Department of Education. She holds a PhD in Education from Queensland University of Technology (2013) and has authored/co-authored over 100 scholarly works across books, journal articles, and conference papers.

Britta LübkeView profile

Researcher

• Biology Education
• Science Education
• Uncertainty in Pedagogical Action
• +3 more

Dr. Britta Lübke is a Researcher in Biology Education at the University of Hamburg's Faculty of Education, affiliated with the Department of Social Sciences, Mathematics and Natural Sciences Education (EW5). Her work focuses on integrating uncertainty as a pedagogical dimension, particularly in STEM education and biology didactics. She co-leads the Urban Gardening project, fostering interdisciplinary education and community engagement through urban green spaces. Her research explores the intersection of uncertainty, scientific thinking, and teacher professionalization, with contributions to understanding how educators navigate epistemological challenges in classrooms. Lübke actively participates in the faculty's research priority on 'Uncertainty as a Dimension of Pedagogical Action,' emphasizing methodological innovation and cross-disciplinary collaboration. She also contributes to pre-service teacher training through practical fieldwork and innovative teaching methodologies. Education: Doctorate in Biology Education (not explicitly stated in texts, inferred from title) Key Projects: Urban Gardening (sustainable urban education), Uncertainty in Biology Classrooms (pedagogical frameworks) Teaching: Courses on biology didactics, urban gardening, and interdisciplinary education practices Her publications analyze disciplinary cultures in science education, the role of uncertainty in fostering critical thinking, and the integration of performative and outdoor learning strategies. She is a member of the faculty's research focus group on uncertainty and collaborates with institutions like the Sustainability Office to expand educational outreach.

Laura R. Van ZoestView profile

Professor

• Mathematics Education
• Teacher Development
• Student Mathematical Thinking
• +2 more

Laura R. Van Zoest is a Professor of Mathematics and Director of Graduate Programs at Western Michigan University, specializing in mathematics education. Her research focuses on the development of effective mathematics teachers, particularly how teachers learn to productively use student mathematical thinking in instructional practices. Research interests include: Productive use of student mathematical thinking Practice-based approaches in teacher education Development of teaching expertise Cultivation of professional norms She has led research projects funded at over $6 million, including the BuildingonMOSTS initiative continuously supported by NSF. As editor of multiple journals and conference chair, she significantly influences mathematics education research nationally and internationally.

Cindy HartmanView profile

Associate Professor

• Career Education & Planning
• Identity Development
• Recreational & Leisure Activities
• +7 more

Cindy Hartman is an Associate Professor in the Department of Recreation Management and Policy at the University of New Hampshire, focusing on youth development, identity exploration, and informal learning through recreation. Her work bridges recreation studies, human development, and STEM engagement, particularly for rural youth. Education: Ph.D., Clemson University M.S., Parks, Recreation, and Leisure Facilities Management, Clemson University B.S., Texas A&M University Her research examines how recreational contexts support identity development, postsecondary planning, and career exploration. Recent projects emphasize equitable STEM engagement in rural outdoor recreation environments and co-designing inclusive learning spaces with neurodivergent youth. Key trends in her publications include narrative analysis of rural youth transitions, psychosocial identity frameworks, and the role of recreation in fostering community flourishing. She has secured federal and foundation funding and contributes to interdisciplinary collaborations. Dr. Hartman teaches courses in leadership, youth culture, research evaluation, and recreation concepts. She is recognized for inclusive pedagogy and curriculum innovation, actively engaging in professional organizations and advocacy for recreation’s role in education and wellness.

• Wonder and emotion in science education
• University-school partnerships
• Integrated STEM and sustainability
• +3 more

Dr. Andrew B. Gilbert serves as Associate Professor in Elementary Education PK-6 and Associate Director of the Center for Social Equity Through Science Education at George Mason University's College of Education and Human Development. With 25+ years of global educational experience, he teaches science methods courses for elementary and secondary pre-service teachers while researching innovative approaches to science instruction. He earned his PhD from New Mexico State University and has worked across diverse international school contexts. This background informs his commitment to creating equitable science learning environments that address systemic barriers. Dr. Gilbert's research centers on wonder and emotion as tools to engage science-resistant students, examining how emotional connections can transform classroom experiences. His work on university-school partnerships develops models for effective teacher preparation, while his advocacy for integrated STEM and sustainability promotes holistic curricula. He applies critical and multicultural frameworks to challenge inequities, using qualitative methodologies to study international collaborations and teacher development. His publication record shows growing emphasis on wonder-infused pedagogy and partnership efficacy, with recent work exploring equity through science and mathematics integration. The trajectory indicates increasing focus on sustainability and international perspectives in addressing representation gaps within STEM education. No scientific awards or honors were documented in the available sources. Dr. Gilbert advises graduate students in elementary science education programs, guiding research on inquiry-based methods and equity-focused pedagogies. His extensive publication record and center leadership suggest active research support, though specific grants are not detailed in the provided information. As Associate Director of the Center for Social Equity Through Science Education, he leads initiatives that partner with schools to implement critical science education frameworks. These include international collaborations through the Center for International Education and professional development programs focused on transforming science teaching practices through wonder and emotional engagement.

David W. RudgeView profile

Professor

• History and Philosophy of Science
• Science Education
• Biology Education
• +3 more

David W. Rudge is a Professor of Biological Sciences at Western Michigan University with a joint appointment at The Mallinson Institute for Science Education. He also serves as an affiliate faculty member in WMU's Department of Philosophy. His research focuses on how the history and philosophy of science, particularly evolutionary biology, can inform science teaching methodologies. Rudge earned his Ph.D. in History and Philosophy of Science from the University of Pittsburgh in 1996. His academic journey includes positions as Assistant Professor (1999-2005), Associate Professor (2005-2018), and Professor (2018-present) at Western Michigan University. Prior to WMU, he held temporary positions at Iowa State University and Texas A&M University. Dr. Rudge's research interests center on the role of history and philosophy of science in science education. He has extensively studied how historical narratives, particularly those related to evolutionary biology and the nature of science, can enhance student understanding of scientific concepts. His work often examines case studies such as industrial melanism, the discovery of DNA structure, and the history of plate tectonics to develop effective teaching strategies. His recent publications demonstrate a consistent focus on using historical case studies to teach the nature of science. His work explores topics including course-based undergraduate research experiences, online delivery of science education, penicillin resistance, plate tectonics, and Rosalind Franklin's contributions to DNA discovery, showing a progression toward more explicit and reflective approaches to teaching the nature of science. WMU Faculty Distinguished Teaching Award (2023-2024) Michigan Science Teacher Association College Science Teacher of the Year (2022) WMU College of Arts and Sciences Faculty Achievement Award in Teaching (2017-18) Dr. Darrell R. Latva Biological Sciences Teaching Excellence Award (2017) Dr. Rudge has secured significant grant funding for science education research, including an NSF Science, Technology, Engineering and Mathematics Teacher Preparation Grant as Principal Investigator from 2002-2008. He has served as President of the International History, Philosophy and Science Teaching Group and as project director for multiple science education initiatives. He currently serves on the advisory board of WMU's Center for the Humanities and as Director of the Executive Board of the WMU Faculty Senate.

• Language Learning Strategies
• Bilingualism & Multilingualism
• Applied Linguistics
• +3 more

Dr. Mario Moya is a Senior Lecturer at the University of East London affiliated with the Childhood & Social Care research institute. His work focuses on multilingual education, language learning strategies, and pedagogical innovation. He has presented at international conferences and published extensively on topics like critical literacy, sociocultural theory, and positive psychology in language classrooms. Current affiliation: University of East London Academic rank: Senior Lecturer Research focus: Multilingualism, language pedagogy, teacher training Research Themes : Moya explores how multilingual learners can be empowered through transformative pedagogical approaches. His work emphasizes the use of language learning strategies (SBI) within sociocultural frameworks, critical liberating literacy practices, and the integration of positive psychology principles in EFL classrooms. He also investigates the role of the mother tongue in language acquisition and the application of cognitive apprenticeship models for teacher development. Publication Trends : Moya's recent articles (2014-2022) span applied linguistics, educational technology, and psychological well-being. They address topics like participatory assessment, linguistic diversity in education, and workplace happiness measurement. His work bridges theory and practice through case studies, conference proceedings, and pedagogical frameworks. Professional Contributions : He contributes to teacher training through research on reflective practice and structured debriefing tools. His international collaborations include presentations at conferences in Argentina, UAE, and Germany.

Mimi ReckerView profile

Professor

• Educational Technology
• Computer Science Education
• Learning Sciences
• +6 more

Dr. Mimi Recker is a Professor in the Department of Instructional Technology & Learning Sciences at Utah State University (USU), part of the Emma Eccles Jones College of Education and Human Services. She holds a B.A. in Mathematics from the University of Pennsylvania and a Ph.D. from the University of California, Berkeley. Prior to joining USU in 1998, she worked at Georgia Institute of Technology and Victoria University of Wellington. She served as Department Head of ITLS from 2008 to 2015. Her research focuses on leveraging cyber-learning technologies to enhance education, with a particular emphasis on digital libraries, teacher professional development, and computational thinking integration in K-12 curricula. She has led NSF-funded projects such as 'SchoolWide Labs' and 'Digital Libraries Goes to School,' collaborating with global teams. Her work emphasizes co-design approaches with educators to develop cross-curricular resources. Key contributions include the Instructional Architect tool, supporting teachers in designing instructional activities with online resources, and studies on debugging pedagogies in physical computing. She has advised over 25 graduate students and received the 2013 University Graduate Mentor Award. Education: B.A. Mathematics (University of Pennsylvania), Ph.D. (UC Berkeley) Awards: University Graduate Mentor Award (2013) Grants: NSF, J.S. McDonnell Foundation, Institute for Museum and Library Services Labs/Teams: ITLS Design Lab, Collaborative Research on Rural STEM Pathways

Helen HyunView profile

Professor

• Higher Education Policy
• Mixed Methods Research
• Equity Issues in Education
• +2 more

Dr. Helen Hyun is a Professor of Interdisciplinary Studies in Education at San Francisco State University (SFSU), specializing in Equity, Leadership Studies, and Instructional Technologies (ELSIT). She holds a doctorate and master's in education policy from Harvard University and has taught at both SFSU and UC Berkeley (as a visiting professor in the Joint Doctoral Program from 2005-2010). Her research focuses on higher education policy, mixed methods research, and equity in education. She co-authored a leading research methods textbook, now in its 10th edition, emphasizing practical guidance for designing and evaluating educational research. Her work spans survey research, validity assessment, and content analysis, with a particular interest in minority access to higher education and institutional diversity. Prof. Hyun’s publications include foundational texts like How to Design and Evaluate Research in Education and articles on topics such as internal validity, correlational analysis, and legal education access. Despite her extensive contributions, she has not been explicitly noted for scientific awards in the provided texts. Her advising and grant activities remain unspecified, though her textbook co-authorship highlights collaborative academic efforts. She resides in the East Bay with her family.

Evra BaldingerView profile

Assistant Professor

• Equity in Education
• Educational Justice
• Teacher Learning
• +3 more

Evra Baldinger is an Assistant Professor in the Department of Secondary Education at San Francisco State University, specializing in Mathematics Education. She focuses on equity, justice in education, and teacher learning. With 12 years of experience teaching middle/high school mathematics and dance, she has contributed to student-centered textbooks like CPM's Core Connections series and co-developed SFUSD's Complex Instruction professional development program for math teachers. Education: PhD in Mathematics Education from UC Berkeley (2018), teaching credential from SFSU with certifications in Mathematics and Dance. Prior roles include author/managing editor at CPM Educational Program and teacher in Bay Area public schools. Research interests emphasize equitable classroom systems, teacher noticing for equity, and fostering joyful disciplinary inquiry as resistance. Her work bridges theory and practice through frameworks like TRU (Teaching for Robust Understanding) and Complex Instruction. Collaborations include SFUSD's decade-long teacher professional development initiative. She teaches graduate/credential courses focused on inclusive pedagogy and has co-authored influential mathematics education resources.

Margit McGuireView profile

Professor

• Social Studies Education
• Elementary Education
• Teacher Education
• +3 more

Margit E. McGuire is a Professor in the College of Education at Seattle University, where she previously directed the Master in Teaching program. Her research focuses on innovative approaches to social studies education, particularly through her development of the Project-Based Storypath Program for K-8 students. McGuire holds leadership positions with the National Council for the Social Studies, Washington Civic Learning Council, and Washington Association of Colleges of Teacher Education. She regularly co-teaches in high-needs schools and has expanded her teaching to communities like Bessemer, Alabama. Her scholarly work examines how narrative frameworks enhance civic learning and engagement. Recent publications explore democratic education during presidential elections, environmental stewardship through coral reef studies, and historical understanding of Japanese American experiences during WWII. McGuire has received significant recognition including the McGoldrick Award for distinguished teaching and commitment to students, reflecting Seattle University's Jesuit educational values.

Kirsteen AubreyView profile

Senior Lecturer

• Design Education
• Glass Art
• Interdisciplinary Collaboration
• +5 more

Kirsteen Aubrey is a Senior Lecturer in Academic Development at Manchester Metropolitan University's Manchester School of Art. She co-leads the Professional Standards Framework (PSF) for Advance HE, serves as module lead for HE Today, and has held significant roles including Education Lead for the Design Department (2017-2021), Principal Lecturer for Employability, and Editor of Contemporary Glass Network. Her work bridges academia with the creative and healthcare sectors through interdisciplinary collaboration. Doctorate of Education (focus: creative practice pedagogy) Senior Fellow of the Higher Education Academy (SFHEA) Her research focuses on glass art, object-based learning, and collaborative practice across design, science, and poetry. She explores pedagogical frameworks through material interrogation, employability in creative industries, and design's role in healthcare innovation. Recent projects include 'Object Handling' (2022), 'Ways of Seeing' (2022), and 'Coastal Visions' (2022). Key article themes include: Creative pedagogy and community-building (SoTL, object-based learning) Employability strategies for creative students Glass art's agency in cross-disciplinary research Design interventions in healthcare and social innovation Environmental art through science-poetry collaborations Technological advancements in glassblowing Scientific awards include: Senior Fellow of the Higher Education Academy