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Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +5 more

Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .

• Philosophy of Education
• Research Policy
• Research Assessment
• +7 more

Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +4 more

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.

• Science Education
• Technology in Education
• Knowledge Integration
• +7 more

Aybars Tuncdogan is a Reader in Digital Innovation and Information Security at King’s Business School, King’s College London. He holds affiliations with the King’s AI Institute, King’s Cybersecurity Centre (Informatics), and King’s Cybersecurity Group (War Studies). A Fellow of the Higher Education Academy, he also serves on the editorial review board of Industrial Marketing Management . Education : PhD in Management, Rotterdam School of Management, Erasmus University MPhil in Business Research (Distinction), Erasmus University Bachelor’s in Business Management & Computer Science (Honors), Earlham College Research Interests : His work focuses on three pillars of digital innovation: generation (crowdsourcing, AI), marketing (digital brand personality, sales ambidexterity), and protection (information security, corporate espionage). He integrates psychology (individual differences, social identity) and computer science (machine learning/AI) frameworks. Publications Trends : Recent work addresses cybersecurity challenges in retail, AI ethics in healthcare, and interdisciplinary innovation. He frequently publishes in top-tier journals like Journal of Management and Scientific American , blending academic rigor with practitioner impact. Awards & Contributions : 2015 Best Paper Award (shared) Edited books including Oxford Handbook of Individual Differences and Strategic Renewal Teaching & Pedagogy : Develops innovative teaching methods like inquiry-based learning to foster student creativity. Taught modules on digital marketing, consumer behavior, and research methods. Labs/Teams : Contributes to cybersecurity initiatives at King’s, focusing on AI-driven defense mechanisms and organizational cyber resilience strategies.

• Digital Innovation
• Information Security
• Marketing Strategy
• +3 more

Libby Gerard is an Associate Adjunct Research Professor at the University of California, Berkeley School of Education and a Research Director for the Technology-Enhanced Learning in Science (TELS) Center. Her work focuses on leveraging innovative technologies to enhance science education through student idea capture, automated assessment, and teacher professional development. Doctorate in Educational Leadership (EdD), Mills College (2008) Bachelor’s in English Literature and Philosophy, Emory University (2000) Her research emphasizes: Automated scoring of student essays using NLP to improve science explanations Real-time instructional customization using embedded assessment data Technology-driven professional development for teachers and principals Social justice integration in science pedagogy Collaborative revision frameworks for inquiry-based learning K-12 education adaptation during the pandemic Recent publications highlight trends in educational technology for science learning, with a focus on NLP applications, interactive inquiry modules, and equitable teaching practices. She has authored studies in journals like Science , Review of Educational Research , and Computers & Education , often exploring how automated systems can enhance teacher-student dynamics. Scientific Awards : Best Paper Award at the AI4EDU Workshop (AAAI Conference, 2020) Libby leads funded projects such as: TIPS (NSF, 2021-2025): NLP for science education ARISE (Hewlett Foundation, 2020-2023): Anti-racism in science education STRIDES (NSF, 2018-2022): Responsive instruction for science teachers PLANS (NSF, 2015-2020): Automated learning support systems She contributes to teacher training through courses like Research Methods for Science Teachers and Apprentice Teaching in Science , emphasizing data-driven pedagogy and inquiry-based instruction.

• Science Education
• Educational Technology
• Natural Language Processing
• +3 more

Ann Rivet is an Associate Professor of Science Education at Teachers College, Columbia University, and serves as the Associate Director of the Center for Sustainable Futures. She previously held the role of Program Officer in the Directorate for STEM Education at the National Science Foundation from 2016 to 2019. Her expertise lies in science education, particularly in Earth and environmental science, curriculum design, and urban school reform. Education: Ph.D. in Science Education, University of Michigan M.S. in Science Education (Earth Science), University of Michigan Sc.B. in Physics, Brown University Research Interests: Dr. Rivet's research focuses on how students develop deep understandings of Earth and environmental science concepts. She examines the intersections of scientific reasoning, instructional design, and assessment, primarily at the middle and secondary school levels. Her current work investigates how crosscutting scientific concepts influence students’ understanding of core disciplinary ideas, and how phenomena-based instructional approaches can support learning about large-scale Earth systems. She is actively involved in supporting the adoption and implementation of the Next Generation Science Standards (NGSS) through policy and practitioner-level initiatives, including the development of free, open-source curriculum materials for middle and high school science. Publications & Trends: Her work has been published in leading journals such as Science , the Journal of Research in Science Teaching , and the American Educational Research Journal . Her publications span topics from learning progressions in science to contextualizing instruction for urban students, reflecting a deep commitment to both theoretical and applied aspects of science education. Grants & Funding: Principal Investigator, NSF: "Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System" ($982,080) Science Team Member, GE Foundation: "Harlem Schools Partnership for Science and Math Education" ($5,000,000) Co-Principal Investigator, Carnegie Foundation: "Enhancing Teacher Preparation for Adolescent Literacy" ($100,000) Co-Principal Investigator, NSF: "GSE/RES Girls’ Science Practices in Urban High Poverty Communities" ($499,334) Principal Investigator, NSF (subaward): "Developing the Next Generation of Middle School Science Materials" ($137,198) Leadership & Outreach: Dr. Rivet has led multiple federally funded projects aimed at improving science education in urban schools. She has also contributed to national policy discussions through her role at the NSF and continues to shape science education standards and practices through her research and curriculum development efforts.

• Science Education
• Earth and Environmental Science Teaching and Learning
• Inquiry and Project-Based Science Learning
• +4 more

Mary-Lee Mulholland is a full-time Professor at Mount Royal University's Faculty of Arts, Department of Sociology & Anthropology. Holding a Ph.D. from York University, an M.A. from Carleton University, and a B.A. (Hons) from the University of Calgary, she brings extensive academic credentials to her role. She serves as Chair of the department while teaching courses such as Introduction to Cultural Anthropology, Anthropology of Religion, and Anthropology of the Body. Education: Ph.D., York University M.A., Carleton University B.A. (Hons), University of Calgary Her scholarly work examines intersections of race, gender, sexuality, and class through Latin American popular culture forms like salsa and mariachi. As an applied anthropologist, she has worked with governmental and non-governmental organizations on diversity policies and newcomer integration strategies. Currently, she explores how science and pseudo-science shape perceptions of fear and violence in martial arts contexts. Her research has garnered recognition through multiple awards, including the Distinguished Faculty Award (2017), Teaching Excellence Award (2019), and Outstanding Service Award (2020). Her publications span topics from mariachi performance studies to academic ethics frameworks. For a comprehensive list of her scholarly contributions, see her Google Scholar profile. Scientific Awards: Distinguished Faculty Award (2017) Teaching Excellence Award (2019) Outstanding Service Award (2020) Contact her directly at mmulholland@mtroyal.ca for academic collaboration, departmental inquiries, or research discussions.

• Cultural Anthropology
• Race and Ethnicity Studies
• Gender and Sexuality Studies
• +8 more

H. Gerald Campano is a Professor in the Learning, Teaching, and Literacies Division at the University of Pennsylvania's Graduate School of Education (Penn GSE). He holds ancestral roots in the Philippines and has a decade-long career as a public-school teacher, earning district awards and recognition as a Carnegie Scholar. His work focuses on literacy education, critical ethnic studies, and community-based research methodologies emphasizing participatory approaches and educational justice. Campano leads a research-practice partnership with a South Philadelphia faith-based organization, supported by grants from the Spencer Foundation and the American Educational Research Association. This partnership involves families from diverse backgrounds addressing social inequities and co-creating visions of educational justice. He also collaborates with the University of Guadalajara on transnational literacy education initiatives. Campano has co-edited Research in the Teaching of English and served as president of the National Council of Research on Language and Literacy (NCRLL). His research emphasizes 'epistemic rights,' prioritizing community voices in inquiry. Awards include the David H. Russell Award (2009, 2018), Edward B. Fry Book Award (2017), and a Spencer Mentor Award (2021). Over 35 doctoral dissertations have been directed under his mentorship. Recent projects highlight his focus on community-based research, as seen in his 2024 book Methods for Community-Based Research , which advocates for ethical collaborations and equitable educational arrangements. Campano’s work bridges academia and practice, advocating for marginalized communities’ agency in shaping educational policies.

• Elementary Literacy Teaching
• Critical Ethnic Studies
• Immigrant Education
• +3 more

Dr. Hilary Cremin is the Head of the Faculty of Education at the University of Cambridge and holds the rank of Professor. Her work centers on peace education, conflict transformation, and innovative methodologies such as photo-voice, poetry, and autoethnography. She chairs the Cambridge Peace Education Research Group (CPERG), which promotes research and practice in peace education through seminars and online resources. Her research explores the intersection of education and peacebuilding, emphasizing ethical and embodied approaches to conflict resolution in schools and communities. Education : PhD in Education, University of Leicester PGCE, University of Oxford (Wolfson College) BA (Hons) in French and European Literature, University of Warwick Research Interests : Hilary’s work addresses global challenges in education and peacebuilding, including: Developing transrational approaches to peace education Reducing epistemic violence through reflexive methodologies Empowering youth through restorative justice and civic pedagogy Exploring embodiment and arts-based practices in educational research Awards : Fellow of the Royal Society of Arts Leadership and Service : In addition to her academic role, Hilary serves as Chair of the Degree Committee in the Faculty of Education and has extensive experience as a mediator and educational consultant. She has collaborated with schools, communities, and international organizations to advance conflict transformation and peacebuilding initiatives. Labs/Teams : Cambridge Peace Education Research Group (CPERG) — fostering global dialogue and practical resources for peace education researchers and practitioners.

• Peace Education
• Conflict Resolution in Schools and Communities
• Embodiment in Education
• +3 more

Gavin Schwarz is a Professor and Head of School at the School of Management and Governance within the UNSW Business School . He specializes in organizational change , organizational failure and inertia , and the dynamics of virtual teams , with a focus on how organizations fail during change processes and how to develop applied strategies for change management . His work spans diverse sectors including healthcare, technology, and education, with publications in leading journals such as Academy of Management Learning and Education and Administrative Science Quarterly . Education : PhD in Management (University of Queensland), MPhil (Hons) in Management (University of Auckland), BA in Management and English (University of Auckland). Grants : 2020 Brock University grant for "University communication in times of COVID-19" , 2020 UNSW Medicine grant for "Translation and change: Embedding effective change management in health" , and earlier Australian Research Council and Gordon J. Samuels Fellowship awards. His research explores the development of knowledge in organizational theories , with an emphasis on collective responses to change , HR management during crises , and technology strategy . He has contributed to understanding organizational communication , team innovation , and structural inertia . His 15 most recent publications cover topics from AI’s role in organizational change to pandemic-driven research adaptation, with keywords spanning management science , behavioral economics , and digital transformation . Scientific Awards 2021-2023 : Outstanding Reviewer Awards (Academy of Management Review) 2017-2020 : Best Reviewer Awards (Journal of Organizational Behavior) 2019, 2013, 2011 : Best Paper Finalist/Awardee (Academy of Management divisions) 2007, 2006 : Editorial Board Excellence (Academy of Management Journal) and Gordon J. Samuels Fellowship As an active supervisor in organizational change and HR development , his work supports healthcare innovation and digital transformation. He serves as Editor-in-Chief for the Journal of Applied Behavioral Science and is on the editorial boards of Academy of Management Review , Journal of Management , and Journal of Organizational Behavior . Contact: g.schwarz@unsw.edu.au

• Organizational Change
• Organizational Failure and Inertia
• Virtual Teams
• +2 more

Lena Springer is a Research Associate in the History and Philosophy of Science at King’s College London, affiliated with the Department of Theology & Religious Studies and the Lau China Institute. Her work focuses on traditional Chinese medicine (TCM), indigenous botanical knowledge, and the intersection of environmental cosmology with healing practices. She leads the ERC-funded Cosmological Visionaries project exploring climate change responses in China-Russia border regions. Education: D.Phil. in Sinology from the University of Vienna (focus: transmission of scientific heritage in China). Research includes ethnographic fieldwork across China’s ethnic regions, examining multi-ethnic folk medicines and materia medica histories. She has held roles as Senior Research Fellow at Sichuan University and Affiliate of the Austrian Academy of Sciences' Institute for Social Anthropology. Research interests include biosocial interactions in indigenous sciences, the preservation of traditional medical landscapes, and academic migration dynamics. Her forthcoming book Arztgeschichten adopts a biographical approach to 20th-century TCM evolution, while her database work bridges historical pharma-recipes with modern drug development. Funding comes from the Wellcome Trust, EU Synergy Grants, and institutions in China/Taiwan. Teaching includes Sinology, pharmacognosy, and narrative-biographical methods. Public engagement includes media commentary on TCM innovations and heritage preservation projects.

• History and Philosophy of Science
• Traditional Chinese Medicine (TCM)
• Ethnography of Medical Practices
• +4 more

Dr. Janet Firth is a Senior Lecturer at the University of Wolverhampton Business School , specializing in Human Resource Development (HRD), cross-cultural knowledge transfer, and organizational change. With a career spanning decades, she has held leadership roles such as Head of the HR and Leadership Department (2006-2022) and currently serves as chair of the School Sustainability Committee and co-leader of the People, Organisations, Work and Place research hub. PhD in Cross-Cultural Knowledge Transfer (University of Wolverhampton Business School) Senior Fellow of the Higher Education Academy (SFHEA) Fellow Member of the Chartered Institute of Personnel and Development (FCIPD) Her research focuses on organizational development through collaborative co-inquiry, critical reflective practice, and methods for capturing experiential learning (e.g., journals, action learning). She has led international projects, including EU-funded initiatives like the Frontex consultancy (2008) and a leadership program for senior university leaders (2017). Her recent publications explore digital transformation, leadership in Nigeria, and HRD in transitional societies. Dr. Firth co-edits the International Journal of HRD Policy Practice and Research and has served as external examiner for multiple universities. Her teaching expertise includes organizational change, leadership, and qualitative research methods at postgraduate levels. She has provided consultancy to Dudley Community Services, Wolverhampton Council, and Assa Abloy, with a focus on HRM and innovation.

• Human Resource Development
• Cross-Cultural Knowledge Transfer
• Organizational Change
• +4 more

Pearl Subban is an Associate Professor at the School of Curriculum Teaching & Inclusive Education at Monash University. Her work focuses on Inclusive Education , Racial Equity , and Social Justice , contributing to UN Sustainable Development Goals. She has led and collaborated on international projects, including a professional development program for inclusive education in Australia and Malaysia. Key Research Areas: Inclusive pedagogy, differentiated instruction, gifted education, teacher self-efficacy, and systemic equity in education. Recent Projects: Development of inclusive education frameworks, early intervention programs for at-risk students, and collaborative research on dysgraphia and behavior support practices. Her publications analyze inclusive education practices across diverse contexts, with a focus on teacher attitudes, collective efficacy, and culturally responsive frameworks. She actively contributes to media discourse on educational equity and has participated in academic conferences, including the Monash Education Academy Learning and Teaching Conference.

• Inclusive Education
• Racial Equity
• Social Justice
• +5 more

Angel Fettig is a Professor in the Department of Special Education at the University of Washington's College of Education. She specializes in Early Childhood Special Education, with a focus on developmental disabilities, social-emotional development, and family-centered practices. Her research emphasizes culturally responsive interventions and the implementation of evidence-based practices in early intervention and education settings. Dr. Fettig holds a Ph.D. and M.Ed. in Special Education from the University of Illinois at Urbana-Champaign. Her research interests include challenging behaviors, autism spectrum disorders, and mixed methods research approaches. She explores factors influencing intervention fidelity and supports for educators and caregivers. Recent work examines pandemic impacts on education services and culturally responsive practices for marginalized families. Publications highlight innovation in tele-intervention, practitioner training, and social-emotional intervention frameworks. While no formal awards are listed, her work demonstrates significant contributions to early childhood special education policy and practice. Dr. Fettig's advising and grants focus on early childhood interventions, though specific grant details are not provided here. She contributes to the Special Education Doctoral program and collaborates with teams advancing equity in early education. Her office is located in 102G Miller Hall.

• Early Childhood Special Education
• Early Intervention
• Social-Emotional Development
• +4 more