Robin Atilano De Los Reyes is an associate professor of the Ateneo de Zamboanga University (AdZU), Philippines. He holds a doctorate of philosophy in English language and literature from the Ateneo de Manila University, Philippines. He is currently the dean of the School of Liberal Arts, AdZU. His research interests include translanguaging, linguistic landscape, multilingualism, and language planning and policy. He has presented papers at international conferences including the International Association of World Englishes, SEAMEO-Regional English Language Center, English in Southeast Asia, Asia TEFL, and Asian TESOL. He has also published articles in the International Journal of Multilingualism and the Asian Journal for English Language Studies.
Anita Lafferty is a fourth year PhD student at the University of Alberta, Canada in the Faculty of Secondary Education. She is of Dene and Cree descent and a member of the Liidlii Kue First Nation in the Northwest Territories. Her doctoral research examines approaches of Indigenous curriculum perspectives that focus on Indigenous science in STEAM (science, technology, engineering, arts, math) and the relations with on the land learning. She takes a multidisciplinary approach in her research drawing on the fields of multimedia, art, poetry, storytelling, and Indigenous methodologies.
Anthony Brown is an academic in the Department of Educational Psychology at the University of Johannesburg. His teaching responsibility is mainly within the area of inclusive education and life orientation. Anthony has developed a scholarship that focus on safe, enabling, and inclusive learning environments for gender non-binary school youth. He is an active community practitioner and empowers society with theoretical knowledge and practical strategies to facilitate transformation. Anthony has an emerging body of publication on critical inclusivity for school youth with lesbian, gay, bisexual, transgender, and intersex identities and developments. He is a graduate from University of Birmingham (PhD) in the United States and University of Leeds (MA) in the United Kingdom. His teaching experience spreads over primary schools to higher education in Europe and various African countries.
Having completed his degree in optometry, Kwame Otu Danquah decided to pursue his long-held ambition of becoming a disability activist and academic. Thus, he enrolled in a master’s degree in disability studies in Ghana. The disability studies programme served as a catalyst that embolden him to pursue further studies. Currently, he is a PhD student at the University of Waikato in New Zealand in a disability related field. The focus of his thesis is on the inclusion of students with visual impairment in higher education. He aspires to foster the inclusion, empowerment, and participation of persons with disability in every of sphere of society.
After pursuing BA Education and MA International Education degrees at University of Hull and University of Brighton respectively, Xuezi is now a third year phd at Queen's University Belfast, School of Social Sciences, Education and Social Work, researching learners and teachers' transitions and perceptions of English learning and teaching throughout different learning stages and contexts. Having taught secondary school students and adult learners, the communication between learners and teachers' ideas continuously fascinates Xuezi, and she will continue with this lifelong exploration
Emily Marzin is a French as a foreign language educator, a teacher in two BA programmes (English and Spanish teaching), and a coordinator of a self-access center at the University of Guanajuato, Mexico. She holds an MA degree in didactics in foreign languages and cultures. She is currently studying an EdD at the Open University. She is interested in peer-assessment, autonomy, and intercultural communication in foreign language education
Kathy is a serial teacher, early career researcher, writer, and learner who has been fortunate to work across many educational sectors including secondary schools, vocational training, and higher education. Most recently, she has been working in the School of Education at RMIT University as the program manager and as a teacher in the Master of Teaching Practice (Primary and Secondary) programs. Kathy’s wide range of experiences in the field has allowed her to see the application of mentoring practices first-hand in different contexts. Her current role working with mature age pre-service teachers has afforded insight into the challenges of mentoring this group of learners, both in the university and school environments.
Daniel is a doctoral student in the School of Social Sciences, Education and Social Work. He completed his master's degree in education specialising in curriculum studies with almost two decades of teaching experiences in both secondary and higher education. His research explores student/teachers’ perception and experiences of microteaching elements that relate to pupils’ behaviour and teachers’ instruction in Nigeria. His research interests are in research paradigms, teaching, and pedagogy. He is interested in research which seeks to promote teaching and learning. He is interested in teacher education, particularly in microteaching. He authored Grass to Grace.
Dr. Solomon Ailwei Mawela is a senior lecturer in the Department of Curriculum and Instructional Studies at the University of South Africa (UNISA), South Africa. He holds a doctorate of didactics in education in environmental education from UNISA. He is currently the chair of teaching and learning in the Department of Curriculum and Instructional Studies. He holds an Institutional Award in student retention and success from UNISA. His research interests include open education resources, environmental education, assessment in education, and culturally responsive curriculum leadership. He is currently an executive board member of the International Society for Teacher Education (ISFTE).
Patricia is a third year doctoral student in Childhood Studies at Queen’s University Belfast, undertaking research on the educational attainment of Children in Care from a children’s rights based perspective. She is a member of the Executive Board and Editorial Committee of the Child Care in Practice Journal and has been a peer reviewer for the Journal for twelve years. She has published articles on cultural competence in social work in NIGALA and a series of editorials for Child Care in Practice Journal. She is currently working on a publication on the perception of the effectiveness of multi-agency working in the context of the education of children in care.
Erin serves as the administrative assistant to the Dean of the School of Professional Studies and program coordinator for the Criminal Justice programs at Reinhardt University. She has over eight years of experience in higher education in admissions, military benefits, academic advising, online programs, and undergraduate and graduate retention. She is also an adjunct faculty member for the SOPS and serves as a research mentor for the Master of Public Administration program. Erin graduated with her doctoral degree in educational leadership specializing in higher education in July 2019 and completed her dissertation titled “Retaining Online Students: Engagement Indicators that Contribute to the Retention of Undergraduate Students in Online Programs at Traditional 4-Year Institutions.”
Sandrita has BA degree in marketing and an MA degree in organization management as well as a long period of work and teaching experience in these fields. Currently, she is a final year PhD student at the Kaunas University of Technology, science field of education. Her research interests encompass lifelong learning, educational environments, values, and philosophy of education.
Reka Barton has held many positions in the education field including; dual language teacher positions in grades TK-5, district literacy leader, biliteracy curriculum writer, professional development facilitator, dual language coach, university supervisor, and adjunct professor. Reka graduated from the University of Virginia with a bachelor's of psychology, a master's of teaching, and is currently pursuing a doctoral degree at San Diego State University with a focus on dual language, teacher education, and equity. Reka Barton has presented her work at numerous national and regional conferences including the American Education Research Association and the California Association of Bilingual Education.
Liang Wei Jhen is an English as a second language educator in Taiwan and currently a research associate in Singapore. She holds a BA degree in English from National Taiwan Normal University and an MA degree in education from Nanyang Technological University. Her research interests are multiliteracies, multimodal literacy, design thinking, learning theories, and media production. Her thesis proposed a framework to explore the teaching and learning of multiliteracies in the contemporary English language classroom.
Gillian has worked in the field of special education for over 20 years. She is the special educational needs coordinator, head of psychology, and specialist ASD teacher in a post-primary school in Belfast. Gillian is an educational doctoral candidate at Queens University Belfast, has a master's degree in educational psychology, and has a bachelor's of science in social psychology. She is also a committee member of the British Psychological Society, Northern Ireland. Gillian’s research has been in the field of autism with a focus on exposing the true voice of female ASD through the participatory research method of Photovoice. The ‘Missing Voices’ photographic exhibition has been displayed in Queens University Belfast, in Stormont, the governmental seat of Northern Ireland, and was part of the Belfast International Arts festival in October 2019. Gillian will present her research at International Women's day at Stormont in March 2020 and in the same month at the British Psychological Society Northern Ireland conference. Gillian will also travel to Canada in February 2020 on an international study visit to share best practice for SEN and inclusion.
James L. Lactao is working towards a PhD in education with a major in educational psychology at the University of the Philippines. His dissertation is about motivation of mentees in a formal mentoring program. He has organized two national conferences on youth mentoring and several training seminars for mentors. In 2018, he headed the scientific committee of the 1st International Mentoring Conference. James is a guidance counselor, instructor, and mentor at the University of Asia and the Pacific. He sits as the vice director of the Center for Student Affairs and as officer-in-charge of the Office of Career Services at the same university.
Viné Petzer obtained her PhD in teaching and learning from North-West University (NWU) in 2019 and before that she obtained a BComm degree in 1996, and a Higher Education Diploma (HED) in 1997 from the previous Potchefstroom University for Christian Higher Education (PUCHE). In 2007 she acquired a BEd Honours and in 2010 an MEd in teaching and learning from North-West University (NWU). Viné is currently a lecturer in the Faculty of Education in the School of Commerce and Social studies at the North-West University in South Africa (Vaal Triangle Campus).
Marcos Nahmad, PhD, is academic coordinator and principal investigator in the Department of Physiology, Biophysics and Neurosciences at the Center for Research and Advanced Studies (Cinvestav), Mexico City, Mexico. His lab is interested in the fundamental question of how global (organ-level) information is perceived and interpreted at a local (cellular level) during organ development. He is also deeply interested in science education research and promotes active learning of STEM campus wide. Marcos is the founder and organizer of the Science Teaching Workshop at Cinvestav. Currently, he coordinates the master's of science and PhD programs at the Department of Physiology, Biophysics and Neurosciences, and teaches Genomics and Proteomics at the Medical School of Universidad Anáhuac.
"Being a Graduate Scholar allowed me to attend a variety of interesting presentations. Experiencing this role made me evaluate myself within the lines that I evaluated the others' presentations, which allowed myself to become a greater presenter."
"From this Graduate Scholar experience I now feel confident to cope in a true leader role. This will help me in my aspirations of being a teacher."
"Attending an international conference has made me more aware that educational research is being conducted worldwide and that we have colleagues from many different countries and universities with whom we can confer and collaborate."