Rachel Edmonds is a Senior Lecturer in EAP and Applied Linguistics at Kingston University's Kingston School of Art , affiliated with the Department of Humanities . She has over 17 years of experience teaching and managing courses in English and English for Academic Purposes for speakers of other languages. Currently, she is the Course Director of the Pre-sessional English Courses at Kingston University. BA English Literature (1st with hons) Certificate in English Language Teaching to Adults (CELTA) Diploma in English Language Teaching to Adults (DELTA) MA Applied Linguistics and English Language Teaching (pass with distinction) PhD in Applied Linguistics (in progress) Her research focuses on creative academic genres , corpus analysis , and multimodal analysis , particularly in the context of postgraduate design assessments. She is also interested in course and assessment design and the development of online learning resources . Rachel is pursuing her PhD at Birmingham University, with a thesis titled Assessing Design: A Multimodal Corpus Analysis of Student Writing , analyzing a 1 million-word corpus of postgraduate design assessments.
Carol B. Brandt is an Associate Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development. Her work focuses on science education, educational ethnography, and innovative learning environments such as design studios. She holds a Ph.D. and has extensive experience in curriculum development and educational research. Her research explores sociocultural dimensions of learning environments to promote equity in science education, with particular attention to problem-based learning, studio pedagogy, and discourse practices. Dr. Brandt has conducted studies in diverse settings including K-12 classrooms, science museums, and after-school programs. She has secured three National Science Foundation grants for science and mathematics research. Her teaching portfolio includes courses like 'Youth Cultures,' 'Ethnographic Research Methods,' and 'Science Education for the Early Years.' Key publications address studio-based learning, sociopolitical contexts of education, and creativity in design environments. Dr. Brandt's work emphasizes interdisciplinary collaboration and has contributed to frameworks for integrating STEM literacy through engineering design. Her research methodologies include qualitative approaches like ethnography and discourse analysis.
Mark Lewis serves as a Visiting Assistant Professor in the Department of Educational Studies at Swarthmore College. He holds a PhD in Educational Linguistics from the University of Pennsylvania and a BA in Educational Studies and Linguistics from Swarthmore College. His research focuses on language ideologies in educational settings, exploring how tacit understandings of language shape pedagogical practices and marginalize students. Lewis bridges sociolinguistics, linguistic anthropology, and educational studies to analyze teacher negotiations of language policies. His career includes school district-based roles in Philadelphia and William Penn School District, where he worked on English Learner programs and data-driven instructional strategies. Lewis has taught at Swarthmore and contributed to national discussions on language education equity through over a dozen peer-reviewed publications since 2010. Key research themes include bilingual education equity, sociopolitical emergence in language diversity frameworks, and the interplay between language policies and student marginalization. His work critiques conventional error-correction paradigms and advocates for more contextually responsive pedagogical approaches.
Collin Shepley is an Associate Professor in the Department of Early Childhood, Special Education, and Counselor Education at the University of Kentucky, affiliated with the Interdisciplinary Early Childhood Education program. He has seven years of experience in public schools as a paraprofessional, home-based service provider, and preschool special education teacher, focusing on children with social-communication delays and challenging behavior. He also served as a clinical supervisor at the University of Georgia’s Severe Behavior and Skill Acquisition Clinic, overseeing service provision and program development for individuals with severe behavior and young children with autism. His teaching portfolio includes courses on child development, preschool lesson planning, assessment of young children, and special education methodologies. Dr. Shepley’s research prioritizes evidence-based interventions for children with disabilities, emphasizing practical teacher/caregiver training, tiered support systems in early childhood, and advancing research methodologies in line with the Open Science movement. His work often explores feasible practices for educators and caregivers, including progress monitoring tools, behavior analytic service delivery quality, and systematic reviews of interventions. He actively advocates for data transparency and rigorous methodological standards in educational research. His articles (2021–2025) focus on topics such as progress monitoring efficacy, single-case research rigor, naturalistic interventions’ impact on family quality of life, and multitiered support systems in early childhood settings. He emphasizes translating research into actionable strategies for educators and families.
Dr. Eleni Petraki is an Associate Professor in TESOL and Applied Linguistics, and Associate Dean (Research) for Higher Degrees by Research at the University of Canberra's Faculty of Education. She holds a PhD in Education from the University of Queensland, complemented by an MSc in Applied Linguistics from the University of Edinburgh and a BA/Bed in English Language and Literature from Aristotle University of Thessaloniki. Her research focuses on discourse analysis, intercultural communication, and the application of educational theories to machine education and AI pedagogy. She has secured significant grants, including a $580K ARC Discovery Project (2020-2024) exploring machine education for autonomous systems. Education PhD Education, University of Queensland, Australia MSc Applied Linguistics (English Language Teaching), University of Edinburgh, UK BA/Bed English Language and Literature, Aristotle University of Thessaloniki, Greece Her research interests bridge linguistics and AI, addressing topics like human-machine interaction, curriculum design for autonomous systems, and discourse analysis in healthcare and education. She has published widely in journals such as Cognitive Computation , Australian Journal of Linguistics , and ACM Transactions , with recent work focusing on swarm intelligence, generative AI in education, and autonomous learning systems. Dr. Petraki has been recognized for excellence in research supervision, including the 2015 Vice Chancellor's Excellence Award and nominations for Best Research Supervision. She actively guides HDR students exploring topics like humor in language teaching, gender dynamics in managerial communication, and Sri Lankan grammar pedagogy. Her grants and projects include collaborations on computational models of trust, red-teaming simulations, and translator stylometry. She contributes to professional bodies like the Applied Linguistics Association of Australia and the Australian Linguistic Society.
Dr. Donna Cooner is a Professor in the School Leadership Education Department at Colorado State University's School of Education. She specializes in educator preparation, principal leadership, and professional development school frameworks. Her research focuses on improving teacher and principal training programs, particularly through collaboration between universities and schools. Dr. Cooner previously served as Director of Teacher Preparation (2006-2015) and currently advises doctoral students in educational leadership. She actively contributes to accreditation bodies like CAEP and TEAC. Her academic work emphasizes crisis leadership, stress management for new administrators, and clinical partnership models. Published over 20 children's books and authored YA novels like SKINNY and CAN'T LOOK AWAY Recipient of ALA's Best Young Adult Fiction Award, BEA's Buzz Book recognition, and Bankstreet College honors 2017 & 2014 Spirit of Texas High School Featured Author Her recent publications explore leadership during the pandemic, transformational leadership theories, and outcomes of International Baccalaureate programs. Cooner's work bridges practical educational administration with creative writing for youth audiences.
Dr. Shadi Karazi serves as Senior Learning Technologist at DCU Business School, specializing in educational technology integration and digital pedagogy. He holds PhD in Automated Control of Laser Systems and MSc in Education and Training Management (eLearning). Professional roles include: Senior Learning Technologist, DCU Business School Learning Technologist, Teaching Enhancement Unit Head of ISS Student Support Educator in Mechanical Engineering Research bridges engineering applications with educational technology, focusing on VR learning environments, language acquisition tools, and professional development frameworks. Current investigations examine AI applications like ChatGPT in pedagogical contexts. Awards include DCU President's Award for Professional Staff (2020). Research outputs include peer-reviewed publications spanning materials science and educational technology domains.
Joseph P McCleery is an Associate Professor in the Department of Psychology at Saint Joseph's University and Executive Director of Academic Programs for the Kinney Center for Autism Education and Support. His research spans three primary themes: social processing in individuals with and without Autism Spectrum Disorder (ASD), genetic influences on brain and behavioral functioning, and the development of behavioral interventions for ASD. PhD, Psychology (Experimental), 2006 - University of California, San Diego MA, Psychology (Experimental), 2006 - University of California, San Diego BA, Psychology, 2000 - Rutgers University, Camden Dr. McCleery's work utilizes methodologies such as ERP, eye-tracking, and genetic analysis to explore cross-lifespan differences (infants, children, adults) in ASD. His publications in journals like Autism Research and Nature Reviews Genetics highlight his interdisciplinary focus on combining clinical psychology, neuroscience, and genetics. His research has been funded by organizations including the National Institutes of Health, Autism Speaks, and the Leverhulme Trust, emphasizing its impact on both academic and applied domains in autism research.
Leon Sterling is an Adjunct Professor at Swinburne University of Technology, affiliated with the Central School Office - HAD. With a background spanning pure mathematics, software engineering, and artificial intelligence, he previously served as Dean of the Faculty of ICT (2010-2013) and Pro Vice-Chancellor (Digital Frontiers) at Swinburne. His research focuses on human-centered computing including software requirements engineering with emphasis on emotional goals, co-design methodologies for health technologies, and technology interventions for vulnerable populations (older adults, homeless individuals). He has pioneered Motivational Modelling techniques for capturing emotional requirements in software systems. Recent publications demonstrate strong focus on co-design methodologies for health technologies, emotional requirements modeling in software engineering education, and technology interventions for older adults. A consistent theme involves applying human-centered approaches to address societal challenges through technology. Major recognitions include the Feldberg Prize (2020) and Avanti Award (2017). His research has been supported by grants including ARC-funded projects on co-design processes and emotional factors in technology development. He currently leads projects on co-designing technology for aged care settings and supervises doctoral candidates exploring technology adoption among older adults and digital interventions for dementia care.
James Carlson is an Associate Professor in the Department of Educational Studies at the University of Wisconsin-La Crosse. He specializes in Social Foundations of Education, Multicultural Education, Culturally Relevant Pedagogy, and Literacy Studies. His teaching focuses on foundational courses like 'Schools, Society, and Teachers' and 'Multicultural Education,' preparing teacher candidates across disciplines. Education: PhD in Curriculum and Instruction (Literacy Studies) with a minor in Composition and Rhetoric, University of Wisconsin-Madison ME-PD, University of Wisconsin-La Crosse English Education (6-12), University of Wisconsin-La Crosse Research Interests: Jim's work emphasizes culturally responsive teaching practices, equity in education, and innovative literacy strategies. He explores how teachers can navigate controversial topics through discussion routines and integrate social justice into curricula. His research often involves collaborations with pre-service teachers and examines the intersection of cultural narratives in education. Recent Trends in Articles: Carlson's publications from 2010–2025 highlight a sustained focus on multicultural pedagogy, teacher education, and the application of critical theory in classroom settings. Notable themes include simulated classroom environments for training, the use of non-traditional texts, and addressing systemic inequities in education through reflective practices. Professional Engagement: Presented at national conferences on topics like anti-Asian discrimination in education and social justice in simulated classrooms Co-authored works on Hmong cultural representation and STEM literacy Active in revitalizing multicultural education initiatives through Wisconsin-NAME Labs/Teams: Collaborates with colleagues across disciplines (Race, Gender & Sexuality Studies; Exercise & Sport Science) to develop inclusive curricula and pedagogical strategies. Supervises undergraduate research assistants in literacy and multicultural education projects.
Dr. Marie-Louise Mares is a Professor of Communication Science at the University of Wisconsin–Madison, with affiliated appointments in the School of Journalism & Mass Communication and the Institute for Diversity Science. Her research examines media effects across the lifespan, with focus on child development, identity formation, and prosocial media impacts. Her work investigates media's role in identity development (particularly LGBTQ+ and ethnic-racial identities), prosocial and educational media effects, and life-span changes in media use. Current projects examine family media dynamics, eHealth interventions for older adults, and media representations across diverse populations. Publications from 2023-2025 demonstrate strong emphasis on identity development through media, family media practices, and technology-assisted health interventions. Recent work frequently examines media's role in parent-child communication about identity and health management across generations. Mares has received significant recognition including ICA Fellowship (2022) and Senior Scholar status in Children and Media research. She leads major NIH-funded projects developing eHealth systems for older adults with chronic conditions.
Anne Fairbrother is an Associate Professor in the Department of Curriculum and Instruction at the State University of New York at Oswego, where she has taught since 2004. Her office is located in Wilber Hall, and she teaches courses including Critical Pedagogy, Culturally Relevant Teaching, and Literacy in Content Areas. Prior to joining SUNY Oswego, she taught English and ESL in high schools in Albuquerque, New Mexico, and Salinas, California. Originally from England, she grew up in Wimbledon, London, and also lived in Hull and Birmingham. Dr. Fairbrother's educational background includes: Ph.D. in Language, Literacy & Sociocultural Studies (LLSS) from the University of New Mexico (2004), with a major in Educational Thought and Sociocultural Studies and minor in Language Arts Education. Dissertation: "Negotiating school: A critical look at the schooling experiences of Hispanic students in low-track high school language arts classes." M.A. in Secondary Education from the University of New Mexico (1998), concentration in Multicultural Education, with Distinction on Comprehensive Exam and Outstanding Academic Achievement Award. Graduate Certificate of Education from UC Santa Cruz (1989). B.A. in Sociology from the University of Hull, England. Her research centers on critical literacy as a tool for social transformation, examining intersections of gender, class, race, and sexual orientation within educational systems. She advocates for pedagogies that dismantle oppression through multicultural curriculum design and teacher development, emphasizing how literacy practices can empower marginalized students and foster critical consciousness in diverse classrooms. Analysis of her publications reveals consistent focus on implementing social justice frameworks within standards-driven educational environments. Her work bridges theory and practice, exploring how young adult literature, teacher training, and critical literacy strategies can address systemic inequities—particularly for Latino students in at-risk programs—while navigating constraints of standardized curricula and accountability measures. Dr. Fairbrother has received the following honors: Distinction on M.A. Comprehensive Exam Outstanding Academic Achievement Department Award (1998) Though specific grant details are unlisted, her extensive conference engagements (including AERA, NCTE, and Critical Questions in Education) demonstrate sustained scholarly activity. She mentors pre-service teachers through courses like Professionalism and Social Justice, cultivating educators committed to equity, though formal graduate advisee lists aren't provided. Her teaching directly translates research into classroom practice across urban education and literacy contexts.
Dr. Anne Jobling is an Adjunct Professor in the School of Education at The University of Queensland, part of the Faculty of Humanities, Arts and Social Sciences. She leads a world-leading longitudinal study on adolescents and young adults with Down Syndrome, focusing on development and long-term adjustment. Her research spans over 25 years, emphasizing inclusive education, literacy development in individuals with intellectual disabilities, and policy impacts on disability support. Jobling holds a Bachelor of Educational Studies and a Doctor of Philosophy from The University of Queensland. Her work integrates interdisciplinary approaches, collaborating with researchers in psychology, health sciences, and policy studies. Key areas include lifespan outcomes in Down Syndrome, literacy programs for young adults (e.g., the LATCH-ON initiative), and evaluation of the National Disability Insurance Scheme (NDIS). Her research outputs reflect a commitment to practical interventions, such as improving health literacy for individuals with intellectual disabilities and enhancing educational access. Recent work explores staff and family perspectives on NDIS implementation and future aspirations of adults with disabilities. Jobling’s publications span peer-reviewed journals, book chapters, and conference presentations, addressing topics like delay of gratification in children with Down Syndrome and metacognitive writing strategies for learners with disabilities. Her collaborative projects often involve community organizations, ensuring findings translate into actionable policies and educational practices. Current projects continue to prioritize long-term tracking of Down Syndrome development and inclusive pedagogical strategies.
Maureen A Farrell is a Senior Lecturer and Honorary Senior Research Fellow at the University of Glasgow's School of Education. She holds a PhD in Culture and Identity in Scottish Children's Fiction. Her roles include Course Leader for PGDE programmes, Programme Leader for the MEd in Children's Literature and Literacies, and previously served as Director of Partnerships overseeing £500,000 in Scottish Government funding for teacher education. She teaches across undergraduate and postgraduate teacher education programmes, focusing on Language and Literacy, Interdisciplinary Learning, and Children's Literature. Her research interests span Scottish Children's Literature, Visual Literacy, Multimodal Literacy, and Intercultural Education. She has authored/co-authored over 20 publications, including works on immigrant children's literacy, wordless picturebooks, and the role of visual narratives in education. Her recent work explores the intersection of migration, diversity, and pedagogy through image-based approaches. Farrell supervises PhD students globally, addressing topics like migrant representation in literature, religious tolerance in children's books, and digital literacy. She has secured grants including a £2,600 UK Literary Association award for research on visual literacy and immigrant children. She also consults for the Scottish Poetry Library and contributes to academic bodies like the International Research Society for Children's Literature.
Dr. Yetta Kwailing Wong is a Lecturer in the School of Psychology at the University of Surrey's Faculty of Health and Medical Sciences. She directs the Learning and Perception Lab, which investigates perceptual expertise development and translates cognitive science insights into educational practice. Research examines expert-novice differences in musical notation recognition, absolute pitch acquisition, visual word recognition, and dyslexia interventions. Her work employs behavioral measurements, EEG, fMRI, and eye-tracking to study visual expertise development and its educational applications. Current projects investigate absolute pitch learning in adulthood, neural mechanisms of musical notation recognition, developmental dyslexia, and sight-reading skill acquisition. The lab develops practical tools like the Readers' Adventure mobile application for Chinese children with dyslexia.
