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Sara Wilensky is a Teaching Associate Professor and Associate Dean of Undergraduate Education at the Milken Institute School of Public Health, George Washington University. She holds a J.D. from the University of Pennsylvania and a Ph.D. in Health Policy from George Washington University. Her work focuses on healthcare access and financing for underserved populations, particularly through Medicaid and community health centers. She oversees undergraduate education programs, including majors, minors, and dual-degree offerings, and collaborates across the university to enhance student experiences. Dr. Wilensky’s education includes a Bachelor of Arts in Women and Gender Studies and Political Science from Amherst College (1993), followed by legal training and public health degrees. Her career spans academia, law, and policy, including roles as a federal judge clerk, law firm associate, and faculty member since 2002. Her research emphasizes Medicaid’s role in addressing safety-net gaps, preventive care access, and childhood obesity. She co-authored the textbook Essentials of Health Policy and Law , now in its fifth edition, and contributes to policy committees at the school and university levels. She is affiliated with the Center for Health Policy Research, Geiger Gibson Program in Community Health Policy, and the Hirsh Health Law and Policy Program. Publications highlight her focus on Medicaid policies, obesity prevention strategies, and the integration of HIV services into clinical care. She has led studies on colorectal cancer initiatives, managed care for disabled populations, and state healthcare funding trends. No scientific awards are explicitly mentioned in the provided text. Her teaching includes courses such as Introduction to Health Policy and Senior Seminar in Public Health . She actively participates in curriculum development and faculty affairs committees.

• Health Policy
• Healthcare Access
• Medicaid Policy
• +5 more

Dr. Dobrochna Futro is a Lecturer in Education at the School of Education, University of Glasgow . Her research focuses on multilingualism, translanguaging, and art-based inquiry, particularly in multilingual and migratory contexts. She explores creative methods of pedagogy and participatory research, collaborating with educators and artists globally. Dr. Futro co-leads the ELINET Language Education and Multilingualism strand and the ENROPE Language Teachers Development SIG , and convenes a cross-university Multilingualism Reading Group. Her work emphasizes the transformative potential of art in language education, including projects in Scotland, Poland, and Vietnam. She has developed CPD courses and teaching resources, such as Arts-based Language Learning: A Resource Book (2023). Dr. Futro has secured grants from institutions like the British Council and GKE Flexible Fund Award, supporting initiatives like Teaching English Multilingually through Art . She also teaches courses such as Language Learning for Children with English as an Additional Language and Which English: Sociolinguistics and Language Teaching . Her research and outreach include workshops on multilingualism and art, such as Polish through Art in Multilingual Scotland , and collaborations with organizations like Bilingualism Matters. Dr. Futro is actively involved in supervising doctoral students focusing on multilingual education and creative research methodologies.

• Multilingualism
• Translanguaging
• Art-based Inquiry
• +4 more

Joseph Krajcik is the Lappan-Phillips Professor of Science Education at Michigan State University (MSU), where he also directs the CREATE for STEM Institute. He holds a Ph.D. from the University of Iowa. His research focuses on improving science education through project-based learning (PBL), curriculum design, and the integration of artificial intelligence (AI) into STEM instruction. Krajcik has authored over 100 manuscripts, books, and curriculum materials, emphasizing coherence between standards, teaching practices, and student learning outcomes. He has received significant recognition, including election to the National Academy of Education (2020), the McGraw Prize in Pre-K-12 Education (2020), and the ISDDE Prize for Excellence in Education Design (2021). His work bridges theory and practice, collaborating with teachers to develop and test innovative learning environments. Recent efforts explore AI’s role in assessment, equity, and instructional decision-making, while maintaining a strong focus on PBL’s efficacy in K-12 settings. Krajcik’s international collaborations include guest professorships at Beijing Normal University (China), Ewha Woman’s University (South Korea), and the Weizmann Institute of Science (Israel). His research spans science engagement, systems thinking, computational modeling, and culturally relevant pedagogy, particularly in underserved urban classrooms.

• Science Education
• Project-Based Learning
• STEM Education
• +3 more

Dr. Gideon Boadu is a Lecturer in Secondary Curriculum & Pedagogy Education at RMIT University's School of Education. He leads programs such as the Master of Teaching Practice (Primary/Secondary Education) and focuses on history curricula, public histories, and digital pedagogies. His research explores historical consciousness, AI integration in education, and career-changer teacher training. Dr. Boadu holds editorial roles at journals like History Education Research Journal and co-convenes the Critical Forest Collaboratory. His research emphasizes under-researched contexts in history education, including Ghanaian curriculum analysis and youth engagement with historical narratives. He has published widely, with a focus on African historiography and innovative teaching methodologies. Dr. Boadu advocates for inclusive education policies and collaborates internationally on projects like historical-democratic consciousness intersections. Teaching responsibilities include courses on curriculum design, humanities education, and assessment strategies. He actively supervises HDR students and advises on teacher education programs in partnership with the Victorian Department of Education.

• History Education
• Curriculum Design
• Teacher Pedagogical Reasoning
• +5 more

Dr Cristina Mio is a Senior Lecturer in Mathematics Education at the University of Glasgow's School of Education, where she has been since 2019. She holds a PhD and Master’s in Chemical Engineering from the University of Padova, Italy. Prior to her current role, she worked in chemical engineering research at institutions such as UC Berkeley and the University of Strathclyde, and taught mathematics in various educational settings including Loreto Sixth Form College and the Open University. Her teaching spans secondary and higher education, focusing on mathematics pedagogy and teacher education. Mio is currently the joint programme leader for the Post-Graduate Diploma in Education (PGDE) and course leader for "Curriculum, Pedagogies and Practice in the Primary and Secondary" course. Education: PhD and Master’s in Chemical Engineering, University of Padova, Italy PGCE in Secondary Mathematics, University of Manchester Research Interests: Approaches to learning in Mathematics and Engineering Student autonomy in group projects Peer-assessment methodologies Teacher attitudes and pedagogical knowledge Teacher Educator Identity Her work emphasizes socially just pedagogies and curriculum design, integrating interdisciplinary approaches like STEM and Indigenous knowledge systems into mathematics education. Grants and awards include leadership in projects funded by University of Glasgow and Falkirk Council, focusing on enhancing mathematics education through collaborative and innovative methods. Notably, she received the 2022-23 Teaching Excellence Award (Team Award) for PGDE Maths Team. She supervises doctoral students in mathematics education, including topics like early years mathematics in Chinese contexts and computer-based assessment. Teaching responsibilities include Primary and Secondary Mathematics Education courses for PGDE programs and MEduc students. She also contributes to professional development through roles like External Examiner at Durham University and membership in organizations such as the British Society for Research into Learning Mathematics. Active in networks like the Teaching Maths for Social Justice Network and the Mathematical Association, she collaborates on initiatives to improve mathematics teaching practices and curriculum alignment.

• Mathematics Education
• Higher Education Pedagogy
• Engineering Education
• +3 more

Anna O'Reilly-Trace is a College Lecturer in the Department of Applied Psychology at University College Cork (UCC), Ireland. She has been serving in this academic position since 1998 and maintains an active research profile focused on healthcare collaboration, motivational interviewing, and positive psychology applications in clinical settings. Her educational background includes: BA in Psychology from University College Dublin (1989) Certificate in Intelligence Testing from UCD Department of Psychology (1989) Diploma in Counselling Psychology from Trinity College Dublin (1992) MSc in Counselling Psychology from Trinity College Dublin (1994) Diploma in Legal Studies from Dublin Institute of Technology (1997) Certificate in Family Law from University College Dublin (1998) PhD in Applied Psychology from University College Cork (2010) Dr. O'Reilly-Trace's research centers on human interaction and relationships within healthcare settings, with particular emphasis on interdisciplinary collaboration among healthcare professionals. Her work examines how professional groups construct their identities and cultures within primary care teams. She has made significant contributions to understanding motivational interviewing techniques in dental and nursing contexts, developing communication models for challenging clinical situations, and implementing mindfulness-based interventions for healthcare professionals and students. Her research bridges psychology with practical healthcare applications, focusing on improving patient outcomes through better communication and team dynamics. Analysis of her recent publications reveals a strong focus on interdisciplinary healthcare collaboration, particularly between psychology and dental/nursing professions. Her work spans communication models for difficult clinical situations, stress management for healthcare students, and interventions to improve patient engagement. The research demonstrates consistent application of psychological principles to practical healthcare challenges across multiple disciplines. Her notable scientific achievements include: 2012 Oral Health Promotion Research Group Ireland Bursary 2007 UCC President's Award for Research on Innovative Forms of Teaching and Learning Dr. O'Reilly-Trace has been actively involved in interdisciplinary teaching, particularly through her work with the School of Nursing and Midwifery at UCC. She has developed and implemented educational interventions focused on communication skills, stress management, and ethical considerations in healthcare practice. Her grant activity includes the Evaluation of Motivational Interviewing Level 1 training for dental clinicians, which received €750.00 in funding. She has maintained a long-standing professional relationship with the West Kerry Primary Care Team, where she served as a Consultant Counselling Psychologist from 1991 to 2018, producing annual reports on the contribution of counselling psychology to primary care services in the region.

• Collaboration and primary care
• Interdisciplinary Education
• Motivational Interviewing in healthcare settings
• +5 more

Melissa Parker is an Emeritus Senior Lecturer in the Department of Physical Education & Sport Sciences at the University of Limerick. She previously served as a Professor at the University of Northern Colorado and has extensive experience in elementary physical education and programs for underserved youth. Her academic background includes a Ph.D. and M.A. from The Ohio State University and an undergraduate degree from the University of North Carolina at Greensboro, where she received the 2003 Distinguished Alumni Award in Health and Human Performance. Her research focuses on teacher and student voice, constructivist learning pedagogies, and the design of physical activity programs. Key areas include professional development for educators, student-centered learning environments, and the implementation of equitable physical education practices. She is affiliated with the Physical Education, Physical Activity and Youth Sport (PEPAYS) Ireland Research Centre. Recent publications emphasize school-university partnerships, student voice in primary education, and social-emotional learning integration. Her work contributes to UN Sustainable Development Goals related to quality education and health. Awards: 2003 School of Health and Human Performance Distinguished Alumni Award Her advising and grant activities are extensive, though specific student names are not listed. Collaborative efforts include international partnerships, particularly in Brazil and Australia, reflecting her global impact in physical education research and pedagogy.

• Physical Education Pedagogy
• Constructivist Learning
• Teacher Professional Development
• +3 more

Dr. Joi L. Moore serves as Associate Dean for Engagement & Outreach in the College of Education & Human Development and holds a Professorship in the School of Information Science & Learning Technologies at the University of Missouri. She is also affiliated with the MU Institute for Data Science & Informatics and the Black Studies Department. With a B.S. and M.S. from North Carolina State University and a Ph.D. in Instructional Technology from the University of Georgia, her expertise spans Learning Design, E-Learning, and Usability. Over 25 years of experience in instructional materials and digital media development underscores her contributions to educational technology. Her professional service includes presidential roles in the Minorities in Media Affiliate and the Association for Educational Communications and Technology (AECT). Research focuses on Electronic Performance Support Systems, Interactive Learning Environments, and Human-Computer Interaction in web application design. Notable projects include health informatics initiatives like medication timeline visualization and patient-centered clinical documentation. Educations: B.S. Computer Science, North Carolina State University M.S. Management (MIS), North Carolina State University Ph.D. Instructional Technology, University of Georgia Research Themes: Educational Technology & Usability Patient-Centered Health IT Cultural Competency in Digital Spaces Adult Learning & Professional Development Awards: Her leadership roles in national associations reflect her impact on educational technology policy and practice. Advising/Grants: Extensive mentorship and project management experience in educational technology projects, including agile methodologies for mobile applications. Labs/Teams: Active in MU’s Data Science Institute and interdisciplinary health informatics collaborations.

• Educational Technology
• Usability Design
• E-Learning
• +5 more

Susan Elizabeth Edwards is a Research Professor at the Institute for Learning Sciences and Teacher Education (ILSTE) within the Faculty of Education and Arts at Australian Catholic University. Her work focuses on early childhood education, digital play, and technology integration in learning environments. She is renowned for her research on play-based pedagogies, the role of digital technologies in early childhood, and environmental education. Edwards' research interests include digital play frameworks, the sociocultural dimensions of play, and sustainable curriculum design. She has extensively studied topics such as teacher-child interaction in digital contexts, community playgroups, and the ethical implications of technology use among young children. Her work bridges theory and practice, emphasizing evidence-based approaches to early childhood education. Her publications span journals like Journal of Early Childhood Research and International Journal of Child Computer Interaction , with a focus on systematic reviews and empirical studies. Key themes include the integration of digital tools in play, the impact of playgroups on caregiver-child relationships, and the development of curricula that foster sustainability awareness. Edwards collaborates with institutions and researchers globally, contributing to policy frameworks and educational guidelines. Her work highlights the importance of context-sensitive pedagogies and ethical considerations in technology use for young learners.

• Early Childhood Education
• Digital Play
• Technology in Education
• +3 more

Rima Bakutytė is an Associate Professor at Vilnius University Siauliai Academy's Institute of Education, holding leadership roles as Head of the Lifelong Learning Center and Chair of the Subject Pedagogy and Pedagogy study programs. She earned her PhD in Social Sciences (Education) from Siauliai Pedagogical Institute (1998), focusing on 'The Education of Humaneness of Students in Primary School.' Her research interests span adult education, comparative education, and fostering humaneness in primary education. She has led EU-funded projects such as 'Lets Continue' (STEAM education innovation), 'SOCPEDKOM' (pedagogical staff training), and 'IDEAL' (validation of non-formal competencies). Her work emphasizes teacher training, lifelong learning, and educational policy. Recent publications (2013–2022) address topics like parental expectations in preschool education, patriotic upbringing in vocational contexts, and formal/non-formal musical education. She has contributed to journals like Pedagogika and international conferences like INTED and ICERI. Bakutytė has coordinated requalification programs for teachers and authored guides on academic writing and mentorship. She has also held administrative roles such as Member of the Lifelong Learning Programmes Committee and Project Partner in EU initiatives.

• Adult Education
• Comparative Education
• Humaneness in Primary Education
• +3 more

Daiva Malinauskienė is a Professor and Director of the Institute of Education at Vilnius University Šiauliai Academy. She holds a doctoral degree in Social Sciences (Education) from Šiauliai University (1995–2000) and a qualification as a primary school teacher from Šiauliai Pedagogical Institute (1981–1985). Her work spans leadership in educational institutions, preschool and pre-primary education, and childhood pedagogy. Her research focuses on metaphorical thinking in children, quality preschool education, and leadership development. She has led projects on early childhood education policies, bilingual teacher training, and STEAM programs. Awards include recognition for contributions to education policy and international collaboration. Malinauskienė has authored over 50 publications, emphasizing sustainability in education, multilingualism in preschools, and teacher development. She actively participates in EU-funded initiatives and serves on editorial boards of education journals. Her leadership roles include directing the Institute of Education and spearheading national research programs on education quality and aging populations.

• Childhood Pedagogy
• Preschool and Pre-Primary Education
• Metaphorical Thinking in Children
• +5 more

Stephen Amerman is a Professor of History at Southern Connecticut State University, specializing in American Indian history with a focus on 20th-century urbanization, education, and Connecticut regional studies. He holds a PhD from the University of Utah/Arizona State University and has taught at Southern since 2003. His work bridges historical scholarship and public education, emphasizing Indigenous perspectives in urban contexts. Education Background: Grew up in Des Moines, IA; earned undergraduate degree in North Carolina; completed graduate studies in Utah and Arizona. Research Interests: Amerman’s research examines Native American experiences in urban schools, tribal sovereignty issues, and the intersection of education policy with cultural preservation. His award-winning monograph Urban Indians in Phoenix Schools, 1940-2000 (Univ. of Nebraska Press, 2010) analyzes federal relocation programs’ impact on Native communities. He actively engages in reviewing scholarly works on Indigenous topics for top journals like the Journal of American History and Western Historical Quarterly . Presentations: Active in academic conferences including the Western History Association and Native American and Indigenous Studies Association. Recent talks include discussions on Mohegan cultural festivals and urban Native identity in Connecticut schools.

• American Indian History
• Urbanization of Native Americans
• Education Policy
• +3 more

Naomi McAreavey is an Associate Professor in the School of English, Drama and Film at University College Dublin (UCD), where she has been a faculty member since 2006. Her research and teaching focus on early modern Irish literature and culture, particularly women's writing and the memory cultures of the 1641 rebellion. She is actively involved in academic leadership, having served as Head of Teaching and Learning and Vice Principal for Teaching and Learning in the College of Arts and Humanities, and currently serves as the University for All Faculty Partner for Arts and Humanities. PhD, Queen’s University Belfast MA, Queen’s University Belfast BA, Queen’s University Belfast Graduate Diploma in University Teaching and Learning, University College Dublin McAreavey specializes in seventeenth-century Irish literature , with a focus on women’s life writing , 1641 rebellion memory cultures , and aristocratic female networks . Her work bridges literary studies, history, and trauma theory, using archival sources like the 1641 Depositions and the letters of the Duchess of Ormonde. She advocates for inclusive pedagogy through Universal Design for Learning and has published on Shakespeare, Renaissance drama, and innovative teaching methods. Her recent publications explore themes of memory, trauma, gender, and political agency , particularly through the lens of women’s writing and testimony. She has edited major volumes such as Women's Life Writing and Early Modern Ireland (2019) and The Letters of the First Duchess of Ormonde (2023), and her articles appear in journals like Memory Studies , Irish Historical Studies , and Parergon . These works demonstrate a consistent engagement with historical trauma, female alliances, and editorial methodology . President's Teaching Award, UCD, 2012 Teaching Excellence Award, College of Arts and Humanities, 2017 McAreavey has supervised PhD and MA students, particularly in early modern women’s writing, and coordinates modules on Shakespeare, Renaissance literature, and primary source research. She is Principal Investigator of a SATLE-funded project on generative AI in Arts and Humanities education. Her professional roles include external examiner positions at Ulster University and Dublin City University. She is also active in curriculum development and tutor training programs. She is involved in multiple collaborative research projects and edited collections, including The Body in Pain in Irish Culture (2016) and current work on a monograph titled Memory, Trauma and the 1641 Depositions . Her research lab or team is not explicitly named, but she works closely with scholars like Julie Eckerle and participates in international academic networks.

• Early Modern Irish Literature
• Women's Writing
• Life Writing
• +9 more

Dr Gwen Moore is an Associate Professor at Mary Immaculate College (MIC), Limerick, Ireland, specializing in Music Education. She holds a PhD in Music Education and has over three decades of experience across primary, secondary, and higher education sectors. Her roles include Director of Teaching & Learning (2016–2023) and leadership in strategic educational initiatives. She leads research in music pedagogy, curriculum development, and sociocultural aspects of music education, with a focus on neoliberal policy impacts and inclusive practices. Education: B.Mus.Ed, MA, PhD (Music Education), ALCM, GRIAM. Affiliations: Chair of Society for Music Education in Ireland, ISME Executive Board Member, Senior Editor of ISME Routledge Book Series. Research Interests: Dr Moore’s work critiques musical value systems, explores multicultural curriculum design, and examines barriers in higher music education. She advocates for equitable access and innovative teaching approaches like Musical Futures. Recent projects include studies on gender in music education and the role of traditional Irish music in schools. Publications & Grants: Over 40 peer-reviewed articles and edited volumes. Secured €2.4M+ in research funding (e.g., National Forum grants) for projects on teaching enhancement, blended learning, and academic leadership development. Her work appears in journals like Music Education Research and Frontiers in Education . Grants & Awards: PFHEA (2023), Irish Research Council New Foundations Award (2015), and leadership in major funded initiatives such as the Shannon Consortium Professional Development programs. Advising & Mentorship: Supervised 16+ postgraduate students in music education research. Key areas include informal learning, teacher training, and equity in music education.

• Music Education
• Sociology of Music Education
• Higher Education Pedagogy
• +4 more

Carla Figueiredo is a Contracted Researcher at the Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Educational Sciences, University of Porto, Portugal. She is actively engaged in research on educational evaluation, policy, and leadership, with funding from FCT, Erasmus+, and international collaborations. She holds a PhD in Education Sciences from the University of Porto and contributes to national and international research networks such as RILME. PhD in Education Sciences, University of Porto, 2017 Master in Education Sciences, University of Porto, 2010 Bachelor in Education Sciences, University of Porto, 2008 Her research interests center on educational evaluation , particularly school self-evaluation and external evaluation , school management , curriculum development , and social justice in education . She explores how evaluation processes influence decision-making, quality assurance, and democratic practices in schools. Her work integrates policy analysis with empirical research in Portuguese and international contexts. Her recent publications (2023–2025) reveal a strong focus on school self-evaluation procedures , digital platforms in educational management , teacher assessment practices , and democratic education . These works highlight trends toward data-driven school improvement, technology integration, and equity-centered educational reforms, often using mixed-methods and comparative frameworks across Portugal and other European countries. Carla has not received specific scientific awards mentioned in the text. She advises and collaborates with several researchers and students, including Marta Sampaio, Paulo Marinho, and Preciosa Fernandes. She has participated in numerous research projects funded by FCT (e.g., DigP-SEM, AEEENS), Erasmus+, and the Belmiro de Azevedo Foundation (Observatory of Education). Her projects often involve international collaboration and focus on school improvement, teacher training, and educational technology. She is a member of the CIIE and part of the Executive Commission of the research group Curriculum, Evaluation, Training and Digital Technologies in Education (CAFTe) . She also participates in the international Research Network on Leadership and Educational Improvement (RILME) and has contributed to projects like DEMOSpEJS and EscuelaQResiste , which promote democracy and social justice in education.

• Educational Evaluation
• School Self-Evaluation
• External School Evaluation
• +8 more