Adina Marie Nydahl is an Assistant Professor at the Department of Education , University of Agder . She actively participates in the Practice, Teaching, Policy in Teacher Education (PUPIL) research group. Research focus on pedagogy in working life Expert in digital learning games and workplace-relevant education Collaborates with business communities for educational innovation Published in leading pedagogical journals like Cappelen Damm Academic Her work emphasizes game-based learning and digital pedagogy to bridge academic and professional contexts. Recent publications explore collaboration frameworks between academia and industry through modern educational technologies.
Marianne Schram is a Lecturer at the Department of Pedagogy , Queen Maud College, specializing in multicultural perspectives in early childhood education. Her career spans both kindergarten and primary school practice, with a focus on intercultural competence , pedagogical leadership , and storytelling in educational contexts . She has led book projects like Bridges and Mirrors and contributes to national initiatives like UDIR's Competence for Diversity and REKOM . Education : Preschool Teacher, Major in Preschool Education, Intermediate in Social Anthropology, 10 credits in Film and Media, PAPS I and II, and ongoing Pedup course at NTNU. Research Focus : Multicultural education, equality in ECEC leadership, and sociocultural dimensions of childcare. Projects : Learning to Lead (ongoing), ABLU Student at the Starting Line (ongoing), Bridges and Mirrors (completed).
Amanda Rumsey is an Associate Professor at Clemson University's College of Education, Department of Education and Human Development. She specializes in training future counselors to address trauma, suicide intervention, substance abuse, and multicultural competence in school settings. Ph.D. in Counselor Education and Practice from Georgia State University M.A. in School Counseling from North Carolina Central University BA in Sociology from North Carolina State University Research Interests focus on: School counseling program development Trauma-informed practices for adolescents Substance use disorder prevention Multicultural humility frameworks Refugee adolescent mental health High-need school counseling environments Professional Recognition includes grant funding for initiatives related to suicide intervention training, refugee youth support, and school-based mental health workforce development. Nationally Certified Counselor (NCC) Licensed Professional Counselor (LPC) Certified School Counselor She actively contributes to organizations such as the American Counseling Association (ACA), Association for Counselor Education and Supervision (ACES), and the Palmetto State School Counseling Association (PSSCA).
Iwona Szewczak is an Assistant Professor at the Department of Christian Pedagogy and Pedagogical Biography , Institute of Pedagogy , Faculty of Social Sciences of the John Paul II Catholic University of Lublin , Poland. Her work focuses on Christian pedagogy, sustainable development education, intercultural dialogue, and mentoring systems. 2024: Editor of chapter on integral ecology and sustainable development 2023: Co-authored research on Hungarian-Polish local governance cooperation 2021: Led research on Wolfgang Brezinka's educational theories 2016: Recipient of National Education Commission Medal Her research explores intersections between pedagogy and policy, particularly in Central Europe. She contributes to journals like Edukacja and Roczniki Pedagogiczne , and has organized international conferences on topics like Giussani's pedagogical legacy and family education potential.
Devin G. Atallah, PhD, is an Assistant Professor in the Psychology Department at the University of Massachusetts Boston. His work bridges decolonial clinical community psychology, trauma studies, and resilience research through participatory action-oriented approaches. Education: PhD from University of Massachusetts Boston. Research Interests: Dr. Atallah’s research focuses on decolonial praxis, trauma, resilience, and healing justice in communities facing structural racism, settler colonialism, and environmental disasters. His work centers Indigenous knowledges in Palestine, Chile, and Boston. Article Trends: His publications emphasize decolonial resilience frameworks, intersectional analyses of trauma, and community-led responses to disasters. Key themes include resistance to coloniality, qualitative methodologies, and social justice in health systems. Students & Collaborations: Dr. Atallah collaborates with scholars like Gonzalo Bacigalupe (UMass Boston) and Paula Repetto (Pontificia Universidad Católica de Chile) on projects related to Mapuche and Palestinian communities. Labs: He leads the DARA Collective for Healing & Liberación , which integrates research, activism, and healing justice with Indigenous and racialized communities.
David Landsman-Wohlsifer serves as an Instructor at Florida Atlantic University's Sandler School of Social Work, holding LCSW licensure across six states and certifications as an AASECT sex therapist and EMDR therapist with nearly three decades of clinical experience. Education: MSW from University of Pennsylvania Master's of Healthcare Administration from St. Joseph’s University PhD in Human Sexuality from Institute for Advanced Study of Human Sexuality (San Francisco) Postgraduate training at University of Pennsylvania Perelman School of Medicine’s Center for Cognitive Therapy Research and Clinical Expertise: His work integrates Cognitive Behavioral Therapy, Play Therapy, and specialized interventions for Couples/Family Therapy, Substance Abuse, and Sex Therapy with strong emphasis on multicultural competence. Teaching focuses on evidence-based therapeutic modalities including CBT, human sexuality applications, and play therapy techniques within social work practice. Professional Recognition: Excellence in teaching award for part time faculty (University of Pennsylvania School of Social Policy and Practice) Professional Affiliations: Diplomate of the Academy of Cognitive Therapy; Certified Sex Therapist (AASECT); EMDR Certified Therapist; member of NASW and American Family Therapy Academy (AFTA). Actively teaches core social work courses, LCSW exam preparation, and specialized topics including Social Work & Human Sexuality at FAU.
Prof. Dr. Sc. Ivana Paula Gortan-Carlin is a Full Professor and Dean of the Faculty of Education Sciences at Juraj Dobrila University in Pula, Croatia. She holds a position in the Department of Primary Education and has been active in academic leadership since 2024. Her career includes roles as Head of the Classroom Teaching Department (2017–2020) and Head of Teacher Education (2015–2017). She teaches courses in music pedagogy, early childhood education, and interdisciplinary studies. Her research focuses on music education, cultural heritage, and teacher competencies. She has led departments and projects like the Čakavian Assembly’s Music Department and contributed to UNESCO-related cultural management strategies. Education: PhD in Musicology (2012), University of Ljubljana MSc in History (2005), University of Zagreb Bachelor’s Degree in Musicology (1994), University of Ljubljana Professional Training: Event Management in Cultural Organizations (Florence) Research Interests: Music education methodologies, traditional music preservation, interdisciplinary teaching approaches, cultural policy, and teacher professional development. Her work bridges musicology with early childhood development and cultural tourism strategies. Recent Article Trends: Focus on innovative music education practices, cultural heritage management, and intercultural communication through music. Recent works explore opera performance innovations, regional music traditions, and teacher competencies in Croatia. Awards: II. Musicological Awards (Istria Nobilissima, 2001) Honors for composing/conducting work Leadership roles in Čakavian Assembly and Croatian Musicological Society Grants & Projects: Led projects on inclusive teacher education, cultural event management, and regional music documentation. Active in ERASMUS+ collaborations and cultural tourism initiatives. Labs/Teams: Coordinates the Music Education Research Group and collaborates with the Department of Cultural Management at her faculty.
Erik Esterbauer is an Associate Professor at the Mozarteum University's Department of Elemental Music & Dance Education – Orff Institute, specializing in inclusive music and dance education. His academic roles include leadership in the Music and Dance in Inclusion and Diversity (MTID) program and contributions to transdisciplinary research at the School of Music & Art Education (SOMA). He holds a doctoral degree in psychology and a master's in elemental music pedagogy, with post-doctoral work focusing on inclusive education frameworks. Professorial Position: Associate Professor since 2023 Key Affiliations: Orff Institute, SOMA, and EBQ Alumni Network Research Focus: Inclusive education, qualitative assessment tools (EBQ-P Instrument), and art-based pedagogy His research emphasizes relationship quality in educational settings, reflected in his habilitation thesis on the EBQ-P instrument. He has published extensively on inclusive methodologies in music and dance, qualitative research in artistic fields, and the intersection of psychology and art education. Esterbauer's professional background spans clinical psychology (20+ years) and music education, with roles at institutions like the Zentrum ELF and Mobile Aid Service GmbH. He is a founding member of Interest Group Music Inclusive Austria (IGMI) and actively participates in international conferences (ISME, EAS). Awards include the Austrian Social Forum Research Award (2003) for work on stress and stroke risk factors. His teaching integrates creative processes with social work, emphasizing collaborative and inclusive practices. Key projects include the 'Young Art' initiative (2024) with Paracelsus Medical University and the 'Play Space Music' program promoting inclusive artistic collaboration.
Anja Pietzuch is an Associate Professor at the Department of Languages, Literature and Culture, Oslo and Akershus University College of Applied Sciences. Her research focuses on language education, particularly German as a foreign language, with an emphasis on formative assessment, teacher training, and online education methodologies. She has contributed to studies on oral skills evaluation, professional development for language teachers, and the integration of self-determination theory in educational practices. Her work also explores democracy education within language classrooms and linguistic diversity in teaching contexts. Her recent publications include analyses of formative assessment frameworks in German language teaching, the effectiveness of online teacher education programs, and the role of dynamic testing in skill development. She has also investigated motivational factors in online learning environments for language educators in Norway. No scientific awards or grants are explicitly mentioned in the provided texts. Anja Pietzuch’s research often intersects with practical pedagogical applications, aiming to enhance teaching methodologies and student engagement in multilingual and multicultural educational settings.
Associate Professor Jodie Miller is an academic in mathematics education at The University of Queensland's School of Education, within the Faculty of Humanities, Arts and Social Sciences. Her work focuses on improving educational outcomes for marginalized students, particularly in mathematics and Indigenous education. She leads research in early algebraic thinking, culturally responsive teaching, and teacher professional development, with global collaborations in Australia, New Zealand, and Germany. Her recent projects examine Indigenous education excellence, prioritizing Aboriginal and Torres Strait Islander perspectives. Education: Bachelors and Doctorate from Australian Catholic University. Research interests include mathematics pedagogy, Indigenous education policy, digital tools in STEM, and equity-focused teaching strategies. Research Contributions: Over 65 publications including works on Indigenous education policy, culturally contextualized mathematics tasks, and STEM integration in primary education. Key projects include the 'Big Mob STEM it Up!' initiative and the Tagai Mathematics Project. Her work emphasizes co-design principles in policy and practice. Grants: Current funding includes the Tagai Mathematics Project and past grants from ARC and Edmund Rice Education Australia. Projects focus on Indigenous education, STEM leadership, and evidence-based teaching practices. Supervision: Actively supervising PhD students researching international mindedness, culturally responsive pedagogy, and STEM education innovations. Serves as Principal Advisor on multiple doctoral committees. Labs/Teams: Collaborates with interdisciplinary teams such as the Indigenous Evaluation Strategy group and the Flexi School Research Collective. Partners with organizations like Tagai State College and Edmund Rice Education Australia.
Ayşe DURAN serves as an Assistant Professor in the Department of Basic Education at Adıyaman University's Faculty of Education, specializing in Preschool Education. With extensive experience in both Kilis 7 Aralık University and Adıyaman University, she has established herself as a leading researcher in early childhood education in Turkey. Current Position: Assistant Professor at Adıyaman University (since November 14, 2022) Previous Appointment: Research Assistant at Adıyaman University (2013-present) and Kilis 7 Aralık University (2011-2013) Education: Doctorate in Preschool Education from Gazi University (2015-2021) Dr. DURAN's educational background includes a License from Boğaziçi University's Faculty of Education, Department of Basic Education (2005-2011) and a Degree from Dumlupınar University's Institute of Educational Sciences. Her academic journey has focused on understanding early childhood development within diverse cultural contexts. Her research interests center on early childhood education with particular emphasis on refugee children, values education, character development, and technology integration in preschool settings. She has conducted extensive research on cultural sensitivity in early childhood educators and the educational needs of displaced children in Turkey's preschool system. Her work bridges theoretical frameworks with practical applications in inclusive education. Dr. DURAN's publication record demonstrates a clear trajectory of increasingly sophisticated research focused on refugee children in Turkish early childhood education settings. Her recent work (2023-2025) shows a maturation of her research program with more complex methodologies and broader implications for policy and practice. She has developed assessment tools for cultural sensitivity and parental attitudes toward technology use, while maintaining her focus on refugee children's educational experiences. Her scholarly contributions include 14 books, 2 editorships, 15 refereed articles, and 20 conference proceedings, with multiple publications appearing in high-impact international journals such as the Journal of Early Childhood Research. Her work has established her as a significant voice in Turkish early childhood education research, particularly regarding inclusive practices for refugee populations. Dr. DURAN has supervised research projects including 'Parenting Perception of Adıyaman University Students: A Model Test' (2016-2017) and provided professional development as an instructor for 'Communication with the Family and Time Management' training within the 'Supporting Access of Syrian and Turkish Children to Inclusive Early Childhood Education Services' project (2022). She maintains active research collaborations with colleagues including Esra Ömeroğlu, Ahmet Simsar, and Mehmet Mart, demonstrating her integration within national and international research networks focused on early childhood education and refugee studies.
Rabia ÖZEN UYAR is an Assistant Professor at Adıyaman University's Faculty of Education, Department of Basic Education. Her academic career includes roles such as Research Assistant at Çukurova University and a Visiting Scholar at the University of Missouri. She holds a Ph.D. in Early Childhood Education from Çukurova University (2022), an M.A. from Uludağ University (2015), and a B.Sc. from Çukurova University (2010). University Affiliation: Adıyaman University Academic Rank: Assistant Professor Key Positions: Visiting Scholar (University of Missouri, 2019–2020), Research Assistant (2010–2022) Her research focuses on early childhood education, gender representation in children's literature, socio-emotional learning, and teacher training methodologies. Notable projects include 'Math Magic in Motion' (Erasmus+ funded) and studies on interactive read-aloud strategies. She has authored/co-authored over 18 peer-reviewed articles, book chapters, and conference presentations. Key research interests include analyzing children's responses to gendered narratives, promoting inclusive education practices, and enhancing teacher competencies through evidence-based training programs. Her work frequently addresses the intersection of pedagogy, psychology, and sociocultural factors in early childhood development. Rabia has contributed to projects like 'E-mentorship for (E)quality in Early Childhood Education' and 'Journey to Qualitative Research with Field Experts'. She actively participates in international conferences, presenting on topics such as preschool teachers' use of technology and gender dynamics in children's literature.
Claudia Bernard is a Professor of Social Work and Co-Head of the Department of Social, Therapeutic and Community Studies at Goldsmiths, University of London . With over two decades of experience, her work focuses on social work with children and families , gender-based violence , and critical race theory , particularly through an intersectionality lens. She has authored and edited seminal works such as Constructing Lived Experiences and Safeguarding Black Children , and her upcoming book Intersectionality for Social Workers further solidifies her contributions. Research Interests include examining how race, gender, and class intersect in child welfare, with a focus on child abuse , domestic violence , and ethical research practices . She has supervised numerous studies in child welfare inequalities and childhood transitions , and her recent articles analyze COVID-19’s impact on BAME communities , affluent family neglect , and cultural diversity in social work . Scientific Awards include grants from the ESRC (2009) Department of Health (2007-2011) BAPSCAN (2007) Goldsmiths Research Office (1995, 2011) . Professional Activities encompass leadership roles in the UK Joint University Council Social Work Research Committee , co-editorship of the Journal of Ethics and Social Welfare , and participation in feminist research initiatives. She also reviews for international journals and contributes to policy development in child protection.
Amy Rector-Aranda is an Assistant Professor of Education at Transylvania University’s College of Humanities. Her teaching philosophy centers on 'critically compassionate intellectualism,' integrating critical pedagogy, relational-cultural theory, and social justice into classroom practices. She actively involves students in her research, including international conference presentations, and emphasizes anti-racist, culturally responsive training for future educators. Her work focuses on urban education, teacher retention, and participatory action research in diverse contexts. Rector-Aranda holds a Ph.D. from the University of Cincinnati (2017), an M.A. (2013), and a B.A. (2012) from Northern Kentucky University. She has been recognized with awards including the 2020 Outstanding Journal of Teacher Education Article Award and the 2019 Honoring Excellence Award. Her research explores educational equity, relational-cultural dynamics in teaching, and emancipatory educational practices. Key works include studies on Salvadoran parents’ school experiences, teacher preparation programs, and participatory action in Jewish education. Beyond academia, she manages fibromyalgia through varied hobbies like painting, piano, and vintage motorcycle riding when health permits.
Arti Joshi is a Professor of Child Development and Family Studies at The College of New Jersey (TCNJ), where she also serves as the Graduate Coordinator for Elementary and Early Childhood Education within the Department of Elementary and Early Childhood Education in the School of Education. Her academic home is located in the Education Building on TCNJ's campus, where she has established herself as a dedicated educator and researcher focused on early childhood development and culturally responsive teaching practices. Dr. Joshi earned her educational credentials from prestigious institutions, completing her academic journey with: Ph.D. in Child and Family Studies from Syracuse University (2002) M.S. in Child Development & Family Relations from University of Bombay (1992) B.S. in Child Development & Family Relations from University of Bombay (1989) Her research interests center on early childhood education with particular emphasis on culturally responsive teaching, child development, family studies, and multicultural education. Dr. Joshi has extensively explored how cultural contexts shape teaching practices and how educators can develop cultural competence to better serve diverse student populations. Her work often examines the intersection of home and school environments, particularly focusing on Asian Indian families' perspectives on early childhood education and the implementation of culturally responsive practices in preschool settings. Analysis of Dr. Joshi's publication record spanning two decades reveals consistent focus on three major themes: culturally responsive teaching practices, early childhood development within diverse cultural contexts, and teacher education preparation. Her most recent work (2023-2025) has expanded into climate change education from parents' perspectives and continued exploration of play-based teaching methodologies. Throughout her career, she has maintained strong collaborative relationships, particularly with Jody Eberly, resulting in numerous co-authored publications that bridge theory and practice in early childhood education. Dr. Joshi has been deeply involved in teacher preparation, having taught numerous courses including Adolescent Learning & Development, Cultural Foundations of Education, and Culturally Responsive Practices in Early Childhood Settings. Her commitment to preparing future educators is evident in her research on pre-service teachers' beliefs and practices regarding multicultural education and social justice. She has also contributed significantly to the development of the shared supervision model for student teacher-cooperating teacher pairing, demonstrating her dedication to improving teacher education practices through innovative frameworks.
