Dr. Elisa Fiore is an Assistant Professor of Urban Geography at Utrecht University's Department of Human Geography and Spatial Planning (Faculty of Geosciences). Her research focuses on social inequality, gender, and sensory experiences in urban contexts. Specializes in urban geography, gender studies, and sensory studies PhD from Radboud University Nijmegen (2021) Active member of Utrecht's Sectorplan for Social and Behavioral Sciences Fiore investigates how social exclusions manifest through embodied practices and sensory attunement, particularly in gentrified neighborhoods. Current projects examine reproductive politics in Dutch cities and sensory dynamics in Amsterdam's foodscapes. Her methodological expertise includes qualitative research and participatory methods. She teaches courses on inclusive cities and urban transformation while pursuing research aligned with Utrecht's Institutions for Open Societies themes.
Fares J. Karam is an Associate Professor of TESOL at the College of Education and Human Development, University of Nevada, Reno. He holds a Ph.D. in Education (English Education) from the University of Virginia, along with an MA and BA in English Language and Literature from the Lebanese University. His work spans teaching, research, and leadership roles in multilingual education contexts across Lebanon, the UAE, and the U.S. Specializes in immigrant/refugee multilingual learners' literacy development Focuses on critical dialogic pedagogy and raciolinguistic ideologies Active in policy advocacy through TESOL International Association Editorial board member of TESOL Quarterly and Journal of Language, Identity & Education Karam’s research appears in top journals like Research in the Teaching of English and TESOL Journal , with recent work exploring transliterate practices, social-emotional learning, and refugee education. His accolades include the AERA Distinguished Dissertation Award and TESOL’s NNEST Paper Award. 2022 NAEd/Spencer Postdoctoral Fellowship Semifinalist 2018 UNR College of Education Outstanding Research Award 2017 Bruce Gansneder Outstanding Dissertation Award 2016 TESOL NNEST Issues Award He previously served as a Senior English Consultant in the UAE, supporting EFL programming across public schools, and has contributed to curriculum design and teacher education frameworks emphasizing equity and identity-centered approaches.
Dr. hab. Dorota Krzemińska serves as a Professor at the University of Gdańsk within the Faculty of Social Sciences, specifically in the Institute of Pedagogy and Department of Special Education. Her academic work centers on advancing inclusive practices and empowerment for individuals with intellectual disabilities through rigorous interdisciplinary scholarship and community engagement initiatives. Her research spans Special Education, Disability Studies, Theatre and Performance Art, and Cultural Inclusion, with a focus on lived experiences in relationships, parenting, and artistic expression. She employs microethnography and postcolonial theory to deconstruct societal norms, challenge rehabilitative paradigms, and advocate for recognition of autonomy and subjectivity among people with intellectual disabilities. Key methodologies include qualitative analysis of theater practices and intimate relationship dynamics. Analysis of her publication trends reveals consistent exploration of theater companies (e.g., Blue Teapot Theatre Company, Teatr Przebudzeni) as spaces for transformative self-realization, blurring boundaries between therapy and art. Her work critically examines representation in film, intimate relationships beyond inclusion frameworks, and parenting experiences, highlighting gaps in current practices while advocating for systemic recognition of full humanity and agency across social domains. No scientific awards were identified in the available information. No details regarding student advising, research grants, or funded projects were provided in the source materials. The available documentation does not specify any dedicated laboratories, research centers, or collaborative teams directly associated with Professor Krzemińska's current work.
Dr. Jerome E. Morris is the E. Desmond Lee endowed professor of urban education at the University of Missouri-St. Louis (UMSL), affiliated with St. Louis Public Schools and the Center for Public Policy Research. His work bridges sociology, anthropology, and urban studies to examine race, social class, and place in education. Key research themes include Black students’ experiences in STEM, desegregation’s legacy in St. Louis, and Southern education dynamics. Dr. Morris has held roles including professor at the University of Georgia (1997–2015), where he directed research groups like the Race, Class, Place, and Outcomes Research Group. He co-founded Education for Liberation, advocating for racial justice in education, and led initiatives such as creating UGA’s Office of Institutional Diversity. His research focuses on equitable schooling through longitudinal studies in urban and suburban settings. Notable works include Troubling the Waters (2009) and studies on the achievement gap in Atlanta’s Black suburban schools. He has received awards like the William A. Owens Research Award (2014) and UGA’s Creative Research Medal (2010). Dr. Morris chairs UMSL’s Department of Educator Preparation and Leadership, emphasizing community-school linkages, public policy, and empirical research methods. His scholarship challenges systemic inequities and seeks practical solutions for quality public schooling.
Dr. Audra Skukauskaite is a Professor at the University of Central Florida , affiliated with the College of Community Innovation and Education and the Department of Learning Sciences and Educational Research . She brings extensive experience from prior roles as a research consultant at MIT, senior research scientist at Klaipeda University, and adjunct professor at Saybrook University. Ph.D. from University of California, Santa Barbara Expertise in qualitative/ethnographic research, interviewing, and research design Her research focuses on qualitative methodology , transparency in research design , and invention education , with an emphasis on how research-based thinking can deepen understanding of learning processes in socio-historical contexts. Recent work explores AI tools like ChatGPT in qualitative analysis, arts integration in research training, and ethnographic approaches to authority dynamics. Key article trends include innovative methodologies , invention education frameworks , and intersections of language, culture, and pedagogy . Notable collaborations include co-editing a special issue on invention education for the Technology & Innovation journal. Dr. Skukauskaite has held leadership roles in the American Educational Research Association, including chairs of Equity, Mentoring, and the John J. Gumperz Lifetime Achievement Award committees. She serves on editorial boards and reviews extensively for academic publications.
Ruth Piker is a Professor in the Teacher Education department within the College of Education at California State University, Long Beach (CSULB). She serves as the Program Coordinator for Early Childhood Education, leading curriculum development and program innovation in early childhood credentials and master’s programs. Education: Ph.D. in Education, University of Michigan, 2005 BA in Psychology with Minor in Child Development, San Jose State University, 1994 Ruth Piker's research is centered on early childhood education, with a strong focus on teacher preparation, multilingual learners (birth to age 5), curriculum and instruction, early childhood assessment, and social interactions in classroom settings. Her work explores how play, classroom environments, and teacher dispositions influence language development and science learning in young children. She is particularly interested in educational reform and equity in early childhood systems. Her recent publications and conference presentations (2016–2024) reflect a consistent trajectory in early childhood teacher development, integrated STEM, and program evaluation. Themes include science instruction in preschools, dual language learning through play, and reimagining graduate programs in early childhood education. Her research combines ethnographic methods, program evaluation, and policy analysis to improve outcomes for young learners and educators. Scientific Awards: No awards listed in the provided text. Ruth Piker has led significant projects such as the Department of Social Services-funded initiative to launch the CSULB PK-3 ECE Specialist Credential and the development of a Master’s in Early Childhood Education program. She has conducted employer assessments of teacher candidate outcomes and evaluated bridge programs for urban teacher fellowships. While her advising of students is not explicitly detailed, her leadership in program development and research suggests active mentorship and grant-related work. She is based in office ED2 261 and can be contacted at Ruth.Piker@csulb.edu . Labs and Research Teams: Involved in the Center for Evaluation & Educational Effectiveness (implied through evaluation projects). Collaborates with faculty on early childhood research, including STEM integration and teacher preparation pathways.
Dr. Lauren Weber is a Lecturer in the School of Education at the University of Wollongong, affiliated with the Faculty of the Arts, Social Sciences and Humanities. She holds a PhD from the University of Sydney (2017–2021), specializing in English and Education. Her research focuses on empathy in English education, writing pedagogy, and the historical development of children’s literature. She has contributed to projects like the Shakespeare Reloaded initiative and the ARC-funded WORD study on primary school writing instruction. Lauren’s education includes a Master of English Studies (University of Sydney, 2015–2017) and a Bachelor of Arts in English (Flagler College, 2012–2015). She is certified in university teaching and actively engages with community organizations to develop educational programs. Her research explores themes such as reflexive empathy in teaching, moral aesthetics in creative writing, and the impact of technology on literacy. She has secured grants like the EMCR Enabling Grant (2023–2023) and participates in editorial boards and peer review for journals like Humanities and Social Sciences Communications . Lauren coordinates courses in English and literacy education and supervises HDR students researching topics like literature’s impact and reading practices. She leads the Learning, Play, and Creativity group in the Early Start Research Institute and advocates for dialogic, student-centered pedagogies.
Dr. Sae Oshima serves as a Principal Academic in Corporate and Marketing Communications at Bournemouth University, specializing in microethnographic analysis of social interactions within consumer and organizational contexts. Her research bridges communication studies, organizational behavior, and service marketing through rigorous qualitative methodologies. Educational Background: PhD in Communication Studies, University of Texas at Austin (2009) MA in Communication Studies, University of Texas at Austin (2003) BA (Hons) in Communications with Spanish minor, Millikin University (2001) Dr. Oshima's research focuses on embodied interaction practices in service settings, particularly examining how consumers and professionals co-construct experiences through micro-level behaviors. Her work reveals how nodding patterns , temporal organization , and multimodal resources shape service evaluations in contexts ranging from hair salons to corporate strategy meetings. She investigates the interplay between emotional rationality and professional consensus-building , demonstrating how seemingly mundane interactions constitute organizational culture and consumer behavior. Her methodological expertise in microethnography and conversation analysis provides unique insights into the behavioral dynamics of consumption and workplace practices. Her 15 most recent publications (2024-2013) consistently explore themes of embodied experience in service encounters, identity negotiation in professional settings, and cross-cultural communication practices. These works demonstrate methodological innovation through multimodal analysis of naturally occurring interactions, with significant contributions to understanding how micro-practices shape macro-level organizational phenomena and consumer behavior patterns. Scientific Recognition: Best Full Paper Award (British Academy of Management, 2017) Outstanding Graduate Student Citizen Award (UT Austin, 2009) NCA Student of Colour Travel Grant (2008) David Bruton, Jr. Graduate Fellowship (2002) Dr. Oshima currently supervises PhD candidates including Beverly Barker (researching digital strategy approaches), while securing competitive grants such as the Great Britain Sasakawa Foundation project on Japanese workplace communication (2022) and Erasmus+ Teaching Mobility at Bogazici University (2019). She actively contributes to research communities through co-organizing FMC Research Process Seminars and presenting at specialized workshops including RECOR (Research Centre on Communication and Organizations) in Montreal. Her current projects examine micro-actions for gender equality and emotional dynamics in service encounters across international contexts.
Maryam Khosronejadtoroghi is a Senior Lecturer affiliated with the School of Education within the Faculty of Education and Arts. Her research focuses on educational theory and practice, with a particular emphasis on professional identity formation in engineering education, teacher development, and creative writing pedagogy in primary schools. She employs mixed-methods approaches, including microethnography and reflexive analysis, to explore how students and educators negotiate identities and engage in collaborative learning environments. Research Interests: Professional identity practices in STEM education Contextualized teacher professional development Reflexivity in educational research and practice Creative writing instruction and literacy development Authentic assessment design in higher education Recent work highlights trends in analyzing classroom dialogues, authorial agency in children’s narratives, and the role of technology in fostering collaborative problem-solving. Her contributions bridge educational theory with practical applications, emphasizing context-sensitive pedagogical models. Advising & Grants: No specific grants or advising roles are explicitly mentioned in the provided texts. Labs/Teams: Collaborates with interdisciplinary teams investigating educational design, scaffolding in learning environments, and engineering communication practices.
Daniel Edelen is an Assistant Professor in the Department of Early Childhood and Elementary Education at Georgia State University. He earned a Ph.D. in Elementary Education with a Mathematics Education Specialization from the University of Central Florida, alongside a M.Ed. in K-8 Mathematics and Science, and a B.A. in Elementary Education and Learning and Behavior Disorders from Bellarmine University. Ph.D., Elementary Education (Mathematics Education Specialization), University of Central Florida M.Ed., K-8 Mathematics and Science, University of Central Florida B.A., Elementary Education and Learning and Behavior Disorders, Bellarmine University Edelen employs interactional and microethnographic methods to study elementary mathematics classrooms, focusing on the social construction of authority, autonomy, and agency. His work investigates how ethnographic approaches can elevate children's voices and honor their stories in mathematics education. Current projects explore how students co-create cultures of learning and collaboration in early childhood mathematics, emphasizing equity and inclusivity. Edelen's recent research trends span integrated STEM/STEAM education, positioning theory, empathy as a catalyst for humanistic problem-solving, and culturally responsive teaching. His publications address themes such as the digital divide, epistemic authority, and design thinking in elementary classrooms. He teaches elementary mathematics methods courses and draws on extensive public-school experience teaching grades 2–5.
Roles and Affiliations Mary Ryan serves as the Executive Dean of Education & Arts and holds the academic rank of Researcher at the Faculty of Education and Arts, Australian Catholic University. Her work bridges administrative leadership with scholarly research in education. Research Interests Dr. Ryan's research focuses on reflective practice , writing pedagogy , and diversity in education . She investigates how teachers develop reflexive approaches to instruction, particularly in writing and creative arts. Her work emphasizes inclusive education, teacher professional development, and the intersection of policy with classroom practice. Articles Overview Her recent publications address topics such as teacher collaboration in writing instruction, inclusive assessment frameworks, and resilience-building in military education. The articles collectively highlight her commitment to evidence-based educational practices and systemic change. Grants and Advising While specific grants are not detailed in the text, her extensive publication record indicates sustained research engagement. Collaborations with institutions like the Royal Military College and international PISA analyses suggest involvement in large-scale educational projects.
Apolinar Graña Varela is an Assistant Professor at the Universidad de Navarra's School of Education and Psychology. He holds a PhD from Universidade da Coruña with a thesis on traditional games and physical education. He is affiliated with the GIECC Educación, Ciudadanía y Carácter and Neurodesarrollo y aprendizaje research groups. His work focuses on character education, leadership in schools, inclusive sports for individuals with intellectual disabilities, and traditional games' cultural and educational roles. He has published widely on topics such as the impact of sports programs on wellbeing, educational policies in Latin America, and pandemic-era family-school dynamics. His research employs qualitative and mixed-method approaches, emphasizing ethnographic studies and case analyses. Key projects include the 'Más Que Tenis' tennis program for intellectual disability inclusion and the 'Investigar y promover la educación del carácter' initiative in Latin American schools.
