Independent Researcher, Australia
Yvonne Masters is an independent researcher in Australia. She has been involved with IAFOR for several years as a member of The Asian Conference for Education Organising Committee, as co-facilitator of The Asian Undergraduate Research Symposium, and as a member of the International Academic Advisory Board. Yvonne is the current editor-in-chief of the IAFOR Journal of Education, a Scopus indexed, open access journal on education.
Yvonne was a teacher and teacher educator for over 40 years and is still passionate about education. She was a senior lecturer in Professional Classroom Practice in the School of Education, University of New England, Australia, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states. Her research interests centre on undergraduate research, academic publication, teacher education and policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.
She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE School of Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to assist them in teaching wholly online into virtual schools.
Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences. She presents on a variety of education topics including publishing as an academic, teacher education policy, undergraduate research, and online teaching at a range of conferences, both Australian and international.
Lindenwood University, USA
Lynda Leavitt is an associate professor in the School of Education, Educational Leadership, Lindonwood University, USA. She is Director of the Future Institute Research Center and Editor of the Journal of Educational Leadership in Action (ELA). Teaching responsibilities include EdD Capstone coursework in the Educational Leadership doctoral program along with serving as dissertation chair and committee member to many doctoral students. Dr Leavitt received recognition as Lindenwood University President’s Scholar-Teacher and national recognition as Alpha Chi Honor Society Sponsor of the Year. She earned her EdD in Educational Leadership from Saint Louis University and holds an MA International Studies, MA Curriculum and Instruction, BS Elementary and Special Education and BS Political Science. Recent publications: Handbook of Research on Advancing Critical Thinking in Higher Education and Cultural Awareness and Competency Development in Higher Education.
Asia University, Taiwan
Massoud Moslehpour is an intercollegiate educator working as an associate professor of Business Administration and Foreign Languages at Asia University, Taiwan. He received his Doctorate of Philosophy from University of Missouri-Columbia, USA, in Industrial Technology (Support Areas: Higher and Adult Education, Curriculum Development, and Spanish Language). His major areas of interests are Marketing, Management, Quantitative Analysis, Cross-Cultural Studies and Foreign Language Teaching. During the past 15 years he has written several textbooks, to name a few: Internet English, Culture through Movies, English Presentation Skills and one on TOEIC preparation. He has also published several journal articles in various international peer-reviewed journals in the areas of Purchase Intention, Customer Satisfaction, Customer Loyalty, Corporate Culture, English Teaching and Internet Addiction.
Goethe-Institut Indonesien, Course Expert/Advisor for Educational Collaboration
Dr Raimond Selke has worked as Lecturer, Senior Lecturer and Associate Professor in different parts of Asia (China, Malaysia and Japan). His last university post was Associate Professor at Osaka University in Japan where he taught German as a foreign language at the Graduate School of Language and Culture.
Since October 2017, Dr Selke has been working for the Goethe-Institut Jakarta. He is charged with further developing the collaboration between local Indonesian and German stakeholders in education and fostering the status of German as a foreign language in Indonesia. As a Course Expert, he ensures smooth teaching and quality improvement for over 150,000 school students and over 1,500 teachers related to the teaching and learning of German.
Members of the Editorial Board provide input on editorial needs and review manuscripts. They may also offer feedback on past issues and discuss future directions for the journal.
The IAFOR Journal of Education is grateful for the valuable contributions of time and expertise generously donated by all Editorial Board members.
Alfred Deakin Research Institute, Australia
Cassandra Atherton is an award-winning writer, critic and senior lecturer at the Alfred Deakin Research Institute. She has a Harvard Visiting Scholar’s position from August 2015 – September 2016 to work on a project concerning public intellectuals in academe. A Visiting Fellow at Sophia University, Tokyo in 2014 and an affiliate of the Monash Japanese Studies Centre in 2015, Cassandra is currently working on a book analysing Miyazaki Hayao’s anime. Cassandra has published 8 books and was invited to be on the judging panel of the Victorian Premier’s Literary Awards, Prize for Poetry in 2015.
Sidho-Kanho-Birsha University, India
Santosh Kumar Behera is an Assistant Professor in the Department of Education, Sidho-Kanho-Birsha University, India. After completion of a Graduate Degree from Fakir Mohan University, Orissa, he was admitted to the MA in Education program at Vinaya Bhavana, Visva Bharati and then did his PhD entitled “An Investigation into the Attitude of SC and ST Children of Southern Orissa towards Education” at Vinaya Bhavana. He has also published several research papers and articles in various journals and edited volumes of national and international repute across the country. He is the Editor-in-Chief, EDUQUEST, An International Refereed Journal in Education (ISSN: 2277-3614), International Journal of Academic Research in Education and Review (ISSN: 2360-7866) and Academic Research Journal of History and Culture (ARJHC).
Providence University, Taiwan
Yilin Chen (PhD in Drama and Theatre, Royal Holloway, University of London) is an Associate Professor at the Department of English Language, Literature and Linguistics, Providence University in Taiwan. She studies Shakespeare and theatre history from 1600 to the present. She has published in several drama and theatre journals. Her most recent publication is “Staging Sexuality in an All-male Adaptation of Romeo and Juliet” in Studies in Theatre and Performance (Routledge 2014), which investigates the audience’s receptions and diverse erotic tensions generated in the contemporary cross-gender Taiwanese Shakespearean production. Her current research interests are the global dissemination of Japanese manga Shakespeare and the representation of gender and sexuality in manga adaptations of Shakespeare. She is also funded by the Ministry of Education to undertake a MOOCs (Massive Online Open Courses) project on the subject of Global/Local Shakespeare in 2014.
Singapore University of Social Sciences, Singapore
Ivy Chia is the Head of Programme (Education) at the School of Human Development and Social Sciences, Singapore University of Social Sciences, Singapore. She earned her PhD (Education) from the University of Cambridge and her MA (Educational Management and Administration) from University College London, Institute of Education. Prior to joining Singapore University of Social Sciences, she headed the Standards and Research Branch at the Academy of Singapore Teachers, Ministry of Education. She is also a trained quality assurance assessor and had undertaken assessment of private institutions delivering higher education degree programmes. Her research interests include teaching and learning within the higher education sector, e-learning and the use of analytics for improving teaching, curriculum and instruction, work-based learning and quality assurance. She was formerly Editor-in-Chief of Singapore University of Social Sciences’ in-house scholarship of teaching and learning journal.
Assistant Professor, National Chin-Yi University of Technology, Taiwan
Shiao-wei Chu is a creative, hard-working, collaborative, reflective and proficient educator who loves teaching English language learners of all ages. She is originally from Taichung, Taiwan. She received her doctoral degree (PhD) with an emphasis on creating a new paradigm in ESL teachers’ professorial development from the College of Education at the University of Idaho in the fall of 2013. She has her MA in TESOL from Chaoyang University of Technology in Taichung, Taiwan. Her research focuses are ESL/EFL teaching and learning including teaching methods, material design and assessment design, and professional development for English language teachers in both face-to-face and web-based environments. Currently, she is an assistant professor in Taiwan. She gained experience teaching ESL learners at two intensive English for Academic Purposes programs in Idaho State, America since 2012 and as a graduate teaching assistant in the Department of Curriculum and Instruction at the University of Idaho. She previously taught English in Taiwan for approximately eight years.
Far Eastern University-Institute of Technology, Philippines
Raymond Q. Datuon completed a Bachelor in Secondary Education, majoring in history (2002), at the Philippine Normal University, a Masters in Educational Management (2010) in Polytechnic University of the Philippines-Open University Systems and a Doctorate in Educational Management (2013) at the Polytechnic University of the Philippines.
He served as Executive Officer and volunteer campus minister of Marian Youth Movement in the Archdiocese of Manila. He was appointed as Chief Justice in the Student Government of the Philippine Normal University in 2001–2002. He was full-time Faculty in St. Mary’s Academy of Caloocan City from 2003 to 2005; Pace Academy from 2017-2018; Part time faculty of FEU Tech from 2011-2018; Philippine Cultural College from 2017-2018; he was the School of Education Dean, concurrently the Officer In-charge of the Student Life Office, Head of Faculty and Staff Development Office and Senior High School Program in Chiang Kai Shek College (Manila, Philippines) from 2015 to 2017. He was also appointed as Head of Research, Publication, and Faculty Development Office at Chiang Kai Shek College from October 2013 to June 2014. At present, he is a Full Time Assistant Professor at the Far Eastern University-Institute of Technology.
He is a Licensed Secondary Teacher, President of the PUP-Doctor in Educational Management Society, member of the Board of Incorporators and PRO-External (2012–2015); Vice-President for Internal Affairs (2015 to present) of Kalipunan ng mga Guro ng Araling Panlipunan, Assistant Treasurer of University of Santo Tomas-Santisimo Rosario Parish, Member of the Editorial Board of International Economics Development and Research Center (IEDRC), Review for Business Research, and Journal of Educational System; Keynote Speaker at the 3rd International Conference on Economics and Management (ICEM 2016) and designated as Co-Chair of the International Committee Board of the said conference; and International Board Member of The Institute of Research Engineers and Scientists (The IRES). He served as session chair and presented his paper at different international research conferences namely in Singapore; Chiang Mai, Thailand; Hong Kong, China; Beijing, China; San Francisco, USA; Harvard University, Boston, USA; Timisoara, Romania; Barcelona, Spain; and Shanghai, China. He has been a consistent recipient of the Teaching Excellence Award at the Far Eastern University-Institute of Technology since 2011 and he has been an Outstanding Teacher since 2010 at Chiang Kai Shek College. He was recognized and awarded by the City Government of Manila as one of the 12 Outstanding Private School Educators in 2014.
Pontifical University of Rio Grande do Sul, Brazil
Heloísa Orsi Koch Delgado is an English language educator and a translator of scientific literature. She is the Dean of the Office for International Affairs and an Associate Professor at the Department of Foreign Languages, which she coordinated for six years. She holds a BA in Translation Studies (PUCRS) and postgraduate qualifications in Tertiary Education (PUCRS) and Terminology (University Pompeu Fabra, Spain). She holds a Master degree in Education (PUCRS) and a PhD in Language Studies (Federal University of Rio Grande do Sul/UFRGS). She is a research member in GELCORPSUL (Corpus Linguistics Study Group) and GPEOCS (Olympic Studies and Health Sciences Research Group), contributing mainly in the areas of terminology and translation. She is the leader of the CorIntEsp research group (Corpora for Interdisciplinary Studies with emphasis on medical terminology) and the coordinator of the DicTrans Project (Pedagogical Multilingual Online Dictionary about the Bipolar Disorder), partially supported by CNPq and PUCRS. She has published articles in various national and international peer-reviewed journals in the areas of Education, Language Teaching, Terminology and Translation. She has been a member of the Editorial team of HOW – a Colombian Journal for Teachers of English – for ten years and an invited ad hoc reviewer for national and international journals of language teaching and related areas. Her major fields of interest are internationalization, medical terminology, translation pedagogy and multicultural/multidisciplinary education.
Luisa Daniele has worked at ISFOL – the Italian Institute for the Development of Vocational Training of Workers (institution supervised by the Ministry of Labour) – since 1998. She now works for the National Agency for Active Labour Market Policies (ANPAL). She specialises in Adult Learning and has collaborated or coordinated many research efforts on this issue, relating to the Italian system of Adult Learning, as well as in comparison with other European Countries. She holds a Master’s Degree in Political Sciences from the Sapienza University of Rome and a PhD in “Adult Learning – Evaluation of Vocational Education and Training Systems” from Roma Tre University and Paris X – Nanterre University (co-tutorship), with a thesis on “Lifelong learning and University. Individuation and validation of prior learning in France and in Italy” (2010). She is a reviewer for the SIRD Italian Journal of Educational Research, a member of the Scientific Committee of BioSelfLab LTD Training Center and Biographical Project for Employability, and a founding member of the Centre for Research and Services on skills of the Department of Studies on Educational Cultural and Intercultural Processes in Contemporary Society, Roma Tre University.
University of Roehampton, UK
Alaster Scott Douglas is Assistant Director of Education and a Reader in Education and Professional Practice. He worked as a teacher and senior manager in four high schools and led an Expressive Arts faculty before becoming a deputy head teacher in two schools. Having completed an MA in Education (Publishing), and an MSc in Educational Research Methodology, Dr Douglas earned a PhD in teacher education from the University of Oxford. He is a fellow of the Higher Education Academy in the United Kingdom and holds a Teaching Fellowship. He is also Director of the research group Teaching and Learning in Schools at the University of Roehampton, an associate member of the Oxford Centre for Sociocultural and Activity Theory Research at the University of Oxford. His research interests include cultural-historical activity theory and developmental work research in general. Current research is focused on universities and schools in the preparation of teachers. Dr Douglas has been the recipient of funded research projects on the differentiated teaching practices in UK and USA classrooms, the relationship between teaching, learning and research and the education and learning of pre-service teachers.
Sohar University, Oman
Shaher Elayyan has a Bachelor and Masters in Physics and a PhD in Science Education. Currently, he is an Assistant Professor in the Faculty of Education and Arts at Sohar University in Sultanate of Oman. He has also worked as a teaching staff member in many universities over the last twenty years. Shaher has published books and papers in the field of Physics and Education in both Arabic and English. His interests lie in Curriculum and Instruction, teaching and learning science, and Education according to Neuroscience and Nanoscience.
University of Oklahoma, USA
William C. Frick is the Rainbolt Family Endowed Presidential Professor of Educational Leadership and Policy Studies in the Jeannine Rainbolt College of Education at the University of Oklahoma, USA. He is the founding director of the Center for Leadership Ethics and Change, an affiliate body of the international Consortium for the Study of Leadership and Ethics in Education (CSLEE) of the University Council for Educational Administration (UCEA). He serves on the editorial board of the Journal of School Leadership and is currently the editor of Values and Ethics in Educational Administration. He is widely published in selective registers and is a former Core Fulbright US Scholar to the Republic of Georgia. His tripartite scholarly research agenda includes 1) ethics in educational administration, 2) linkages between school system reform and broader community revitalization efforts, and 3) cultural studies in education addressing the intersection of identity and schooling.
Curtin University, Malaysia
Beena Giridharan is the Deputy Pro Vice-Chancellor at Curtin University, Sarawak, Malaysia. In her role, she reports to the Pro Vice-Chancellor, and provides academic, financial, strategic, and administrative leadership to Curtin Sarawak, with a particular focus on academic operational efficiency. Prior to taking on this position, she was the Dean for Learning and Teaching at Curtin University, Sarawak from 2011 to 2016. She attained a doctoral degree in Applied Linguistics and Education from Curtin University, Western Australia. She has a first class Master’s degree in English Language and Literature and a first class Bachelor’s Degree in Science. Her research and academic interests include vocabulary acquisition in ESL, educational administration and leadership; higher education practices, transnational education, work-integrated learning, and ethnolinguistic studies in indigenous communities. As a member of an OLT (Office of Learning and Teaching, Australia) funded a project entitled “Learning without Borders” she has investigated leadership roles in Trans-National Education (TNE) and internationalization of the curriculum. Beena has been a fellow of the Higher Education Research and Development Society of Australasia (HERDSA) since 2006. She mentors aspiring HERDSA fellows and is a panel assessor for HERDSA fellowship portfolios. She won the 2006 Carrick Australian Award for University Teaching, and the 2006 Curtin University, Australia, Excellence in Teaching and Innovation award. Beena Giridharan was a visiting professor at the Virginia Commonwealth University, Richmond, Virginia, USA between 2007 and 2008. She was an associate editor of the IAFOR Journal of Education, and a reviewer for a number of international journals in higher education. Her publications include a book on Vocabulary Acquisition Patterns in Adult Tertiary (ESL) Learners (2013), an international handbook on Transnational Education: Leadership in transnational education and internationalization of the curriculum, several book chapters, and publications in journals and refereed conferences. She is often invited as a keynote speaker and a plenary speaker at a number of higher education conferences regionally and internationally.
National Taiwan University, Taiwan
Shin-ying Huang is an Associate Professor in the Department of Foreign Languages and Literatures at National Taiwan University, Taiwan. Her research examines the theory and practice of critical perspectives as they relate to language and literacy education. Her main areas of interest include critical and media literacies, multimodality, and TESOL. Her publications have appeared in leading international journals such as Gender and Education, English Teaching: Practice & Critique, Journal of Adolescent & Adult Literacy, Language, Culture and Curriculum, Language Learning & Technology, English Teaching & Learning, and Journal of Asia TEFL, among others.
Universiti Putra Malaysia, Malaysia
Habsah Hussin is a senior lecturer in Applied Linguistics and ELT in the Faculty of Educational Studies, Universiti Putra Malaysia (UPM) Malaysia. To date, she has successfully completed research in the areas of learner autonomy, questioning, classroom practices, thinking skills, academic writing, adult learners in language education, and academic performance of learners in remote areas. Her current research is on developing modules of learning to be used in a self-access context with primary school learners learning in challenging environments; for example, a school in remote area, an orphanage and an urban-poor area. Once completed, these learning modules are applicable with other disadvantaged learners in similar challenging environments.
University of Roehampton, UK
Leda Kamenopoulou is a senior lecturer in Special and Inclusive Education at the University of Roehampton and a Fellow of the Higher Education Academy. She initially trained as a teacher of classics at the University of Athens in Greece. After completing a Master’s degree in Special Educational Needs from the Graduate School of Education at the University of Bristol, she obtained a PhD in SEN and inclusion from the Institute of Education, University of London. Her doctoral thesis focused on the social outcomes of mainstream inclusive education for young people with a dual sensory impairment. She has worked as a research associate, research fellow, research advisor and visiting lecturer at the University of London and other United Kingdom-based academic Institutions. Her research expertise is in systematic literature reviews, qualitative, mixed methods and evaluation research designs, participatory research with children and young people, and sensory/multi-sensory and emotional needs.
Plymouth State University, USA
Marcel Lebrun is a professor at Plymouth State University in New Hampshire, USA. He is the Chair of the Department for Educational Leadership, Learning and Curriculum, which includes all graduate programmes that lead to Master’s, CAGS and EdD degrees. He obtained his PhD at the University of San Jose and his Med at the University of Manitoba. He has 39 years’ experience in Education. He has published 13 books, over 40 articles and presented throughout the world on issues in Special Education, Ethical Leadership and Advocacy, Social Justice and Mental Health issues in students. He travels extensively and he has visited 89 countries worldwide. His quest is to bring awareness and strategies of mental health issues to the school system as well as in society. It is only in building awareness that we can empower adults and educators to give children a different experience than what they would normally get. Change can happen and will happen if we become advocates to empower all students worldwide.
University of Cambridge, UK
Eddy Li received his initial teaching training from Hong Kong and Cambridge. Before rejoining The Chinese University of Hong Kong in 2012 as a Lecturer in its English Language Teaching Unit, he had worked in secondary schools as a teacher of English and English Literature. Since 2007, Eddy has served as an Examiner in various public examinations administered by the Hong Kong Examination and Assessment Authority. In 2014, he was appointed by the Hong Kong Education Bureau as a professional member of a territory-wide review panel. His research interests include inclusive pedagogy in Confucian-heritage Culture, eLearning strategies, professional craft knowledge, and second language teacher education. He is particularly interested in constructing/deconstructing the cultural model of inclusion, and exploring how quality education for all could be fostered in Chinese communities.
James Cook University, Australia
Jillian Marchant holds a Master’s Degree in Public Administration with a major in Policy and is presently a PhD Candidate with the School of Education at James Cook University in Australia. She is a published author of several articles that seek to appreciate the unfolding association between increasingly accessible formal adult learning and social development in remote and sparsely populated areas. As a resident of a community that is relatively isolated and has a low population density, Jillian remains committed to exploring the ways in which adult tertiary education may be facilitated to assistant the inhabitants of these fragile areas. She is an invited ad hoc reviewer for Australian education conferences as well as recently contributing as an associate editor at Common Ground Publishing. Her research interests include the impact of adult education on the life chances of individuals and other practices that interrupt social and political stratification.
College of Computer Studies, Philippines
Dave Marcial holds various positions in many professional organizations in the Philippines. He is the founder of the Society for ICT in Teacher Education (ICT4TEd) in the Philippines. He is the founding president of the ICT Association of Dumaguete & Negros Oriental (ICT-Dgte), Philippines. Formerly, he is President of the Philippine Society of IT Educators (PSITE) and Board Secretary of the Computing Society of the Philippines (CSP). He is currently Board of Trustee of the Philippine e-Learning Society (PeLS). He is also member of the Technical Committee for Information Technology of the Philippine Commission on Higher Education. His research interest lies in e-learning, local knowledge computing, and information systems where he has been the recipient of some local, national and international research grants. Dr Marcial is the dean of the College of Computer Studies, Dumaguete City, Philippines.
Buckinghamshire New University, UK
Richard Mather is a Course Leader in the Department of Computing where he teaches software engineering and co-leads research in Technology Enhanced Learning (TEL). He holds postgraduate qualifications in software engineering (MSc, Oxford) and in environmental sciences (DPhil, Oxford; MSc, UCNW). His pedagogic research and PhD supervision include adaptive assessment practices, technologies and collaborative behaviours for learning computer science subjects. For the past twenty years he has also provided services to education, governments and industry concerning the development and use of Geographical Information Systems (GIS) and Remote Sensing for environmental management. In 2010 he was awarded The Institution of Analysts and Programmers Prize for Software Engineering after developing a system to automate vegetation mapping from aerial imagery. His geospatial project outputs provide a rich source of case studies for undergraduate and postgraduate teaching.
Our Lady of Fatima University, Philippines
Catalino N. Mendoza is an academic consultant, module designer and developer, writer, professor/lecturer, research editor and thesis and dissertation consultant. He has to his credit almost two doctorate degrees – Doctor of Management Science and Doctor of Philosophy in Human Resource Management, and is a candidate for Doctor of Business Administration. He was an HR, Management, and Effective Communication consultant (both in government and private companies) was formerly the Coordinator, Head, and College Dean of CBA, MBA, MBBA, MBBHRM, PhD, and PhDBM in various colleges and universities in the Philippines and visiting professor/lecturer both in the graduate and undergraduate schools. He also served as resource speaker, panel discussant and participants in various seminars in the graduate and undergraduate programmes and in the government and private agencies/companies both local and international. He is also an awardee in the 2009 International Business and Economics Research and International Teaching and Learning Research Conferences held in Las Vegas, Nevada, United States, October 5–7, 2009 and published books entitled Human Resource Management Practices in the Philippines and Phenomenological Study of Philippine Women at Forty in Germany by Lambert Academic Publishing Company in August 2012 and August 2013, respectively. He is a former Director for Publications, Research, Linkages and Liaison and professor in the graduate school, college of business and accountancy, college of engineering and college of tourism and hospitality management and college of education in the University of Batangas, Philippines. He is now working at the Faculty of Arts and Sciences in both Graduate and Undergraduate programs, is a member of the ISO Internal Audit Team, and Chair of the Ethics Committee on Research Development and Innovation Center of Our Lady of Fatima University, Pampanga Campus, Philippines.
Deakin University, Australia
Alyson Miller is a writer, critic and scholar from Geelong, Australia. Her research focuses on scandalous literature, and the representation of taboo in literary and popular texts. Alyson’s work has been published extensively in national and international journals. She currently teaches writing and literature at Deakin University, Melbourne.
Moscow State University, Russia
Dr Mishieva is an Assistant Professor at the Faculty of Foreign Languages and Area Studies at Moscow State University, Russia. She has a number of publications on discourse analysis, online youth communication, and ELT, among which is a state approved EFL textbook for Russian schools. She is a member of the National Association of Applied Linguistics (Russia), and the National Association of Teachers of English (Russia).
Her current academic research interests concentrate on cultural and national identity and related state educational policy, including ways of developing cultural identity by means of ELT.
Independent Researcher, India
Dr. Suja R. Nair holds Ph.D, MBA and BA (Hons.) degrees, and has 24 years of work experience that includes Corporate, Academics and Research. She is an independent researcher and author, and has been handling Strategic Marketing as a co-entrepreneur at Educe Micro Research, Bengaluru, India, since 2002. Suja has written text-books in the areas of marketing research, consumer behavior, retail management and organizational behavior, which are widely read and recommended by leading universities/institutes in India. Her papers have been published in refereed Indian journals and top international journal publications published by Inderscience Publishers and Emerald Group Publishing. She has contributed chapters to handbooks/reference books. To date, she has 35 publications to her credit. She is the editor of the Handbook of Research on Ethics, Entrepreneurship and Governance in Higher Education, published by IGI Global in 2018, the associate editor of International Journal of Big Data Management (Inderscience Publishers), and a guest editor of a forthcoming special issue titled Stakeholder Relationships in International Business Management: The Cross-functional perspectives of the Journal of General Management (Sage Publications). Her major fields of research interest include ethics, education management, entrepreneurship, retail marketing and consumer behavior.
University of Eastern Finland, Finland / Bahrain Polytechnic, Bahrain
Vasileios Paliktzoglou has several years of experience in universities such as the University of Pisa, the Aegean University, Robert Gordon University, Mediterranean University College and the University of Wales having an active role as: researcher, tutor, supervisor, lecturer and programme manager. He is active in research with papers presented at international conferences, and published at academic journals. His research interests are in the fields of social media, web 2.0, communities of practices, e-learning in which he is actively involved in several international research projects. He is currently a doctoral researcher at the University of Eastern Finland and faculty member at Bahrain Polytechnic.
Tel Aviv University, Israel
Ilana Klima Ronen earned her PhD in Science Education from Tel- Aviv University. Following five years of biochemistry research focusing on bile acid synthesis and recovery of hepatic clearance in the rat liver, she began her educational career. She headed the Honors program and the Science specialization at Kibbutzim College of Education, Technology and Arts. Ilana established communities of learners as part of service learning and led changes in the practice of pre-service students in line with the PDS model. As a member in the science faculty she is teaching physics and chemistry courses and supervising M.Ed students who conduct research in environmental education. Her research interests including alternative conceptions in science education; emergent knowledge in communities of learners; improving science education via professional development schools access; community service learning; ICT implementation in education; and collaborative learning.
Hakuoh University, Japan
Akihiro Saito is an associate professor in the Faculty of Education, Hakuoh University, Japan. His research interests include the psychology and sociology of language learning, education policy, and critical discourse theory. He is currently an editorial board member of the journal Dialogic Pedagogy. He also serves as a reviewer for System (Elsevier) and the Australian Review of Applied Linguistics (John Benjamins). His articles have appeared in the International Journal of Applied Linguistics (Wiley-Blackwell), System (Elsevier), and others. He is the recipient of the Japanese Association of Qualitative Psychology International Research and Collaboration Promotion Award 2016.
Tarumanagara University, Indonesia
Monty P. Satiadarma is a clinical psychologist who has been teaching psychology at Tarumanagara University since 1994. He was one of the founders of the Department of Psychology at Tarumanagara, as well as the Dean of Psychology, Vice Rector and Rector of the university. He graduated with a degree in psychology from the University of Indonesia, art therapy from Emporia State, Kansas, family counselling from Notre Dame de Namur, California, and clinical hypnotherapy from Irvine, California. He has nationally published a number of books with a particular interest in educational psychology, and in music and art therapy – methods with which he treated survivors of the Indonesian tsunami on behalf of the International Red Cross and the United Nations. He is a board member and area chair of the International Council of Psychology, and a founder and board member of the Asian Psychology Association.
Renison University College, University of Waterloo, Canada
Alice Schmidt Hanbidge, Assistant Professor in the Bachelor and Masters degree programs in the School of Social Work at Renison University College, University of Waterloo, Ontario, Canada, combines the applied practices of community mental health within an academic setting to effectively contribute to the advancement of knowledge, research and program delivery. Key research areas of interest include advancing technology in the teaching of social work, community mental health children’s programming and evaluation, evidence-based group work methodology, and furthering field education in social work. Alice’s 20-year extensive social work practice experience includes a specialisation in community mental health that contributes to her clinical, teaching and research social work interests.
University of Health Sciences, Turkey
Meliha R. Simsek is currently an Assistant Professor of Foreign Languages at the University of Health Sciences, Istanbul, Turkey, and was previously a teacher trainer at the Faculty of Education, Middle East Technical University (Ankara, Turkey). She was educated at Buca Faculty of Education in İzmir, and graduated with a BA in ELT from Dokuz Eylul University in 2004. She completed her MA (2006) and PhD (2009) in ELT at the Institute of Educational Sciences, Dokuz Eylul University (İzmir, Turkey). Her research interests include applied linguistics, ELT methodology, materials evaluation and development, and teacher education.
Monash University, Australia
Pearl Subban is currently a lecturer at Monash University, Melbourne, Australia. She teaches into post-graduate and undergraduate courses relating to classroom practice, differentiated instruction and inclusive education. Her research interests embrace quantitative studies, scale development and design, accommodating student diversity and differentiation in contemporary settings. Pearl has a background in literacy and English teaching.
Touro College, USA
Anna Toom is Associate Professor of Psychology and Education at Touro College Graduate School of Education, United States of America. She earned a MS in Computer Science from Moscow Institute of Radio Engineering, Electronics and Automation in 1972 and a MS in Psychology from Moscow State University, Russia, in 1978. In 1991, she attained her PhD in Psychology from Moscow State University of Management, Russia. After graduation, for 12 years, she worked as a university researcher and taught psychology from time to time. In the USA, teaching became her permanent activity. She is a pioneer of distance education in New York City. She has been designing, developing and instructing various online psychology courses for 17 years. A few years ago Anna left the traditional classroom to devote her teaching and research to online education. Now, she teaches Child Development and Learning in Cultural Context and History of Education Internet-based courses. Her primary scientific interest concerns learning in the virtual environment. She studies online students’ adjustment, motivation, cognitive activity, and communication in the virtual classroom.
The Chicago School of Professional Psychology, USA
Daniel Velasco earned his BA in both English and French from UCLA, and his MEd from National University. He spent the first part of his career in the field of international/cross-cultural education as an instructor, administrator, student counseLlor, and academic director at a variety of post-secondary institutions. His role as an international student counseLlor prompted him to diversify his education, and he soon earned an MA in psychology from Antioch University, and started a private practice specialising in positive psychology. He continued on to The Chicago School of Professional Psychology, where he earned a PhD in International Psychology. Dr Velasco currently resides in Japan, where he is a mental health counsellor, associate professor, researcher, and public speaker. He regularly lectures on intercultural communication, teaching strategies, positive psychology, and counseLling strategies with a focus on adaptation and acculturation. He is an active member of the Japanese Psychological Association (JPA), the American Psychological Association (APA), the International Council of Psychologists (ICP), the International Mental Health Professionals Japan (IMHPJ), the Japan Association for Language Teaching (JALT), and Teachers of English to Speakers of Other Languages (TESOL).
University of Alberta, Edmonton, Alberta, Canada
Kyle Whitfield is an Associate Professor in the Faculty of Extension, University of Alberta, Edmonton, Alberta, Canada. She is interested in health, social and community engagement. Kyle’s research explores the influence of citizens as they participate in, plan for and respond to health service or social support needs in their communities. In essence she explores ways to determine successful community planning models that address health and quality of life issues from a transformational perspective. Kyle teaches: Community Planning and Engagement; Citizen Engagement and Consultation and Health, and, Community and Development. Key words that describe her interest are: adult education; citizen empowerment; planning; community development; citizen participation’ planning for aging and other vulnerable populations; rural.
Southern Cross University, Australia
Tony Yeigh currently works at the School of Education, Southern Cross University (Australia). Tony does research in Neuropsychology, Educational Psychology and Developmental Psychology. His current projects include research on “School Readiness”, “Blended Learning” and an “Indigenous Wisdom community project.”
Shizuoka University, Japan
Yoshihiko Yamamoto is currently teaching English at Shizuoka University and has lived in both Australia and New Zealand for more than 10 years. He holds a PhD (Education), University of Canberra, MA in TESOL, University of Canberra, BA in Education & in Linguistics, Victoria University of Wellington. His research areas are Discourse Analysis (gender talk), Sociolinguistics (gender stereotypes) and Applied Linguistics (in general).
Reviewers evaluate articles in their specialist areas, and provide an opinion that is weighed against the opinion of one or more additional reviewers.
The IAFOR Journal of Education is grateful for the valuable contributions of time and expertise generously donated by all reviewers.
Obafemi Awolowo University, Nigeria
Dr Adebisi Thomas Ajibade works at Obafemi Awolowo University, Ile- Ife, Nigeria. Prior to obtaining his PhD in Science Education he received a BSc (Ed) Physics and Masters in Science Education (Physics). Before taking up a lecturing position, Adebisi was a Physics teacher at a secondary school. His research is in science education and related issues that are germane to the enhancement of teaching and learning of Physics in secondary schools. Such issues include problem solving difficulties as encountered by the students; explanatory based concept strategy to enhance achievement; effects of cognitive styles; and understanding of concepts on achievement. His research also extends to Basic Science and Technology (BST) so that facts can be established through the link of BST and Physics teaching and learning. Adebisi has supervised undergraduate students and postgraduate theses.
Maritime Academy of Asia and the Pacific, The Philippines
Jose is the Head of Mathematics and Sciences Courses at the Maritime Academy of Asia and the Pacific, Philippines. He finished his Doctorate Degree in Education at the Bataan Peninsula State University, Philippines and Post Graduate Certificate in Maritime Education and Training in Southampton Solent University in the United Kingdom. Jose is interested in the fields of Science Education, Policy Making, Teaching Methodologies, Curriculum Design, and Management Styles. He is also a peer reviewer for the International Journal of Applied Physics and Mathematics (IJAPM), the Journal of Shipping and Ocean Engineering and the Maritime Academy of Asia and the Pacific Journal.
Redeemer University College, Canada
Christina Belcher earned her PhD (Philosophy of Education) at Monash University, Melbourne, Australia. She has worked in higher education in Australia, New Zealand, British Columbia and is currently Chair of the Education Department at Redeemer University College in Hamilton, Ontario. Her research interests include worldview, children’s literature, higher education, culture, collaborative inquiry, partnerships, and technology. She has been the former Editor of the ICCTE Journal and is currently their book review editor. Her academic publications include book chapters, peer-reviewed journals, and education journals/magazines for teacher audience as well as collaborative research projects. She is an unapologetic “book-a-holic”, and loves to read.
Polytechnic University of the Philippines, the Philippines
Angie Borican is the Director of the Publications Office under the Office of the Vice President for Research, Extension and Development of the Polytechnic University of the Philippines in Sta. Mesa, Manila. She supervises the unit in charge of producing the University journals and other publication projects of the University. She is an associate professor in the Department of Journalism, College of Communication, and handles journalism and research subjects. She also teaches in the PUP Open University as course facilitator in the Master in Communication and Master in Educational Management programs and handles research, organizational communication and development courses.
A Bachelor of Arts in Communication, major in Journalism graduate, cum laude from the University of the Philippines in Diliman, she finished her Master in Business Administration degree also in UP Diliman and earned her Doctor in Educational Management degree from the PUP Graduate School. She is actively involved in research and publications. Her research outputs have been presented locally and abroad in research conferences organized by the Association of Southeast Asian Institutions of Higher Learning (ASAIHL), Asian Media and Information Center (AMIC), the Philippine Association of State Universities and Colleges (PASUC) among others. She has likewise authored and/or edited a number of modules and books both in the field of communication and education.
University of Adrar, Algeria
Bachir Bouhania got both his MPhil (1999) and PhD (2007) from the University of Oran, Algeria. Since 1999, he has been teaching at the University of Adrar, in the south of the country, in the Department of Arts and English Language, Faculty of Arts and Languages. Former head of department (2002–2012), Vice-Dean for postgraduate studies (2012–2013), person in charge of the domain of foreign languages (2011–2017), and secretary of the National Pedagogical Committee for the Domain of Foreign Languages (CPND-LLE), he is the current Erasmus+ coordinator at the university level. Professor Bouhania reviews academic papers for several local, national and international journals such as SageOpen. He was a senior reviewer for IAFOR’s European Conference on Language Learning held in Brighton, UK, in 2014.
Independent Researcher, Spain
Nick Chown is an independent autism advocate, mentor, researcher and trainer. He has undertaken research on support and barriers to learning for autistic students at college and university, autism awareness in the police service, viva protocols for autistic doctoral students, diagnostic pathways for autistic adults, led a team which developed a framework for participatory and emancipatory (“inclusive”) research in autism. He leads an independent team of autism researchers which is currently investigating support for autistic students in United Kingdom secondary schools. Nick’s book Understanding and Evaluating Autism Theory was published by Jessica Kingsley Publishers in November 2016. He has written various journal articles and contributed entries to an encyclopaedia of autism. He is a member of the editorial board of the Journal of Autism and Developmental Disorders. Nick had a lengthy career in corporate risk management prior to developing his interest in autism.
University of Saskatchewan, Canada
Joanie Crandall is Coordinator of the Centre for Forensic Behavioural Science and Justice Studies at the University of Saskatchewan in Canada. She teaches for the College of Education. She completed her doctoral degree at the University of Saskatchewan in Interdisciplinary Studies, during which time she was a principal at a K-6 school in the Arctic and served a Limited Term Appointment. She taught grades 7 to 12 on a remote rural Cree reservation in northern Canada and has a background in Instructional Design and Educational Media. She is a facilitator of Instructional Skills workshops.
She was previously the Book Review Editor for the Journal of Canadian Association of Curriculum Studies and she brings experience reviewing manuscripts for the Canadian Journal of Education. She has worked with non-profits and government agencies and has published her research in a variety of contexts. Her research interests include Indigenous writing, interdisciplinary learning models, multimodal emergent and early literacies, social justice approaches in teaching and writing, and qualitative methods.
Maritime Academy of Asia and the Pacific, the Philippines
Caroline Dacwag is an Associate Professor 1 and an Assistant Research Coordinator at the Maritime Academy of Asia and the Pacific, Philippines. She mainly assists faculty members and students in her institution to generate and formulate research topics, and complete research projects while teaching English courses. Her research works are mostly focused on course designs, applied linguistics specifically communication in the classroom and in the workplace, error analysis and/or language performance of students, and assessments.
University of Education, Ghana
Dandy George Dampson holds a PhD from the University of Northampton, United Kingdom, in Educational Administration, Management and School Leadership. He is currently a senior lecturer and the head of department of Psychology and Education in the University of Education, Winneba, Ghana. He has published 5 books and over 16 articles in both local and international journals. His research interest are leadership, educational administration and policy, school governance and improvement, teacher education and current educational issues.
Hawaii Tokai International College, USA
Ilaria De Santis earned an EdD in Instructional Leadership from Argosy University, Sarasota, Florida, a MA in Western Literature and Linguistics from the University of Naples “Federico II” and a BA in Art History and Literature from the University of Naples “Federico II”. She is currently employed as an associate professor of Liberal Arts and Accreditation Liaison Officer at Hawaii Tokai International College in Kapolei, Hawaii. She also serves as Adjunct Assistant Professor of Writing, Speech, and Spanish language at the University of Maryland University College, Adelphi, Maryland. She has been an assistant professor of Humanities at Tidewater Community College, Portsmouth, Virginia, teaching classes in Creative Thinking and Writing, as well as in Ancient, Modern and Contemporary Art. In the past, she worked as a lecturer of Italian and Latin languages at the University of Hawaii at Manoa and trained military linguists and Flag Officers for the Defense Language Proficiency Test (DLPT) in Advanced Spanish Language. Her research interests include foreign language learning (Classics, ESL, Italian and Spanish), Western/Eastern Literature and Mythology, and Education with emphasis on Homeschooling and Curriculum Development. Her publications include articles published in the Journal of Interdisciplinary Humanities and several presentations held at the Accrediting Commission for Community Junior Colleges (ACCJC) Conference in Irvine, California, at Tokai University Shonan Campus, Japan, and at South University, Virginia.
Torrens University Australia
Denise De Souza is currently a Post Doctoral Fellow at the Centre for Research in Education and Design (CRED) at Torrens University Australia (Melbourne Campus). She oversees the curriculum testing and refinement phases of the Impact21 pilot project, https://emotion21.org.au/impact21-pilot, which has been designed to meet the educational training and employability needs of people living with Down syndrome in Australia. Her research interests encompass conducting synthesis, reviews, interventions, and evaluations, to examine and understand change, resistance to change, and the role of evidence in informing change. She previously facilitated the academic literacies courses in the Language and Communication Centre at Nanyang Technological University (NTU) Singapore. Prior to undertaking her doctoral studies at the National Institute of Education, NTU, she taught in post-secondary institutions and secondary schools in Singapore and India.
Roehampton University, UK
Alaster Scott Douglas is a Reader in Education and Professional Practice. He worked as a teacher and senior manager in four high schools and led an Expressive Arts faculty before becoming a deputy head teacher in two schools. Having completed an MA in Education (Publishing), and an MSc in Educational Research Methodology, Alaster Scott Douglas earned a PhD in teacher education from the University of Oxford. He is a fellow of the Higher Education Academy in the United Kingdom and holds a Teaching Fellowship. He is also Director of the research group Teaching and Learning in Schools at the University of Roehampton, and an associate member of the Oxford Centre for Sociocultural and Activity Theory Research at the University of Oxford. His research interests include cultural-historical activity theory and developmental work research in general. Current research is focused on universities and schools in the preparation of teachers. Alaster Scott Douglas has been the recipient of funded research projects on the differentiated teaching practices in UK and USA classrooms, the relationship between teaching, learning and research and the education and learning of pre-service teachers.
Hosei University, Japan
Anthony Fenton holds a Doctorate of Philosophy in Comparative and International Education. He is an Adjunct Professor in the Faculty of Global and Interdisciplinary Studies at Hosei University in Tokyo, Japan. He has written, and presented on various phenomena that impact on global dynamics and internationalising Japanese universities. His research interests include management, student mobility, and corruption and quality assurance in higher education. Anthony has related experience as a reviewer and copy editor with the Canadian Journal for New Scholars in Education and as a reviewer for the International Journal of Educational Technology in Higher Education.
Kingston University, UK
Tania Dias Fonseca is a Senior Lecturer in Teaching and Learning at Kingston University and a Fellow of the UK Higher Education Academy. Her interests lie at the intersection of education, society, and technology. Her research focus is on teaching and learning with digital technologies, STEM, active learning, and teacher’s training. She has studied social, cultural and political aspects of youth participation with technology and civic engagement. She previously worked as Digital Educational Resource Coordinator for the Autonomous Region of the Azores, Portugal. She taught in secondary schools, and has led community and educational projects at the local, national, and European levels.
Christiana Hammond holds a PhD in Arts and Culture (Intercultural Communication) from the University of Education, Winneba – Ghana. She is a Senior Lecturer in Communications, an Educationist, and an upcoming African intercultural communication theorist with a research interest in curriculum development and pedagogical researches in Discourse Analysis, Literature, Pragmatics, Speech Communication Disorder, Health Communication, Development Communication, Gender and Communication, Communication and Social Media, and Strategic Communication. She is a public speaker and a youth advocate, and has presented scholarly papers at local and international conferences on communication and digital inclusivity. Her academic publications include book chapters, peer-reviewed articles in high impact journals, and other collaborative research projects.
University of Waterloo, Canada
Alice Schmidt Hanbidge, MSW, RSW, PhD, is associate professor in the bachelor and masters degree programs in the School of Social Work at Renison University College, University of Waterloo, Ontario, Canada. Alice was a founding developer of the first health-focused Master of Social Work online program (2013) in Canada, including the development of the Supervision and Leadership in Social Work course. Key research program and publication areas include advancing technology in the teaching of social work, learning with mobile devices, online learning practices, advancement in supervision and leadership practices and furthering field education in social work. Alice coordinated several mobile learning projects; the Integrity Matters project recently won the International E-Learning Association’s Mobile Learning Award (IELA, 2018). Alice’s 20+year extensive social work practice experience includes a specialisation in leadership program development in community mental health that effectively contributes to the advancement of knowledge, research and clinical program delivery.
University of Sydney Business School, Australia
Associate Professor Elaine Huber is the Director of Educational Development at The University of Sydney Business School. She has been designing curriculum and teaching adults for over 20 years with a move to the higher education sector in 2004. Elaine’s philosophy of teaching takes a student centred approach and incorporates active and collaborative learning to improve the student experience. Elaine has taught into subjects at the post-graduate level (education) and undergraduate level (science) and has received a number of awards for programs that she has designed and led.
Previous roles at UTS and Macquarie university have seen Elaine leading teams of Educational Developers, Learning Technologists and Learning Designers who provide academic support to faculty staff wishing to integrate learning technologies into their teaching. Elaine has also lead a wide range of learning and teaching communities and is highly versed in supporting colleagues through institutional change.
Elaine’s PhD is in educational evaluation. Her other research interests include design and development of blended professional development programs for teaching staff as well as different methods of delivery including flipped and the intensive (compressed) modes.
Elaine was recently selected to take part in Homeward Bound #TeamHB4 – a global leadership initiative set against the backdrop of Antarctica, which aims to heighten the influence and impact of women in making decisions that shape our planet. She also researches in this area.
King Abdulaziz University, Saudi Arabia
Intakhab A. Khan is an Assistant Professor (Pedagogy of English) at King Abdulaziz University, Jeddah, Saudi Arabia. He holds postgraduate qualifications in English (MA, AMU, India), MEd (Jamia Millia Islamia, India), MPhil and PhD (JMI, India). His research and publications include education, language education, teaching of English, peace education, culture-based teaching of English, educational policy and curriculum development. For the past 24 years he has been actively engaged in teaching, training, professional development, conference presentations, research, publication and community services. An author of 12 books and 60 articles/papers, Dr Khan has been carrying out sponsored projects on writing textbooks in the area of English language teaching in Saudi Arabia.
University of Louisiana, USA
Jin Lee is an Assistant Professor in the Department of Educational Foundations and Leadership at the University of Louisiana at Lafayette. Her research focuses on school choice programs and urban school reforms. Her current work examines neighborhood effects on equity and access, including racial disproportionality in school discipline and local market responses to competitive environments. She has published journal articles in Journal of Education Policy, Education and Urban Society, and Geographical Research.
Tamagawa University, Japan
Andrew Leichsenring is an Assistant Professor at Tamagawa University, Japan. He has been an educator for over twenty years, working in Australia, Japan, and South Korea during that time. He holds a Doctor of Philosophy in Teacher Education and an Australian primary school teaching licence. In addition to his editorial work with several publishers, he has widely published his research on various aspects of teaching and learning. His research interests include: communities of practice, English education, learner identity development, professional teacher identity development, and speaking and listening assessment.
Institute of International Education, Thailand
Jessica Loh is the Director of Outreach with the Institute of International Education in Bangkok where she oversees outreach initiatives for global scholarships in Asia-Pacific. Equipped with an MA in International Education, she served six years at Payap University in Chiang Mai, Thailand, where she established the International Campus Life unit, implementing programmes for Payap’s foreign student body to support international student development and integration. She then joined the University of Michigan, where she advised engineering students and faculty on co-curricular education abroad programme design, and co-developed an Engineering Across Cultures study abroad in Thailand. She served as mentor for the IIE pilot course, “Connecting with the World: International Relations at Higher Education Institutions”, to familiarise Myanmar universities with campus internationalization. She is interested in combining arts and education, as exemplified by her organisation of Chiang Mai’s first Southeast Asian Film Festival, which focused on society and human rights. With over ten years of working in international education in Asia, she is knowledgeable about comparative education topics, especially pertaining to student mobility, internationalisation, and institutional best practices for international programmes.
Bataan Peninsula State University, the Philippines
Thelma Manansala is a full-time permanent faculty member of the Bataan Peninsula State University, Philippines. She was accredited into full professor by virtue of NBC Cycle 5 in December 2014. She has been the cluster chair of the Mathematics Department from 2006 to 2016. She finished her Doctor of Education major in Educational Supervision and Management at the Bataan Peninsula State University in the Philippines, and Master of Arts in Educational Management at the same university. She has been in the teaching profession for 27 years. She has authored text books in College Algebra, Trigonometry, and Statistics. Her research interest focused on education in the Philippines including analysis of policies in education, management of both public and private institutions, curriculum and instructional development. She is a committee reviewer of the International Conference on Leadership and Governance, European Conference on Social Media, and was a senior reviewer at IAFOR’s IICSSDubai2017 conference. She is also a reviewer for the following journals: Merit Research Journal of Education and Review, African Education Review, and Journal of US-China Public Administration.
South Valley University (SVU), Qena, Egypt
Essam Mansour is a Professor and Head of the Department of Library and Information Science (DLIS), South Valley University (SVU), Qena, Egypt. He holds a PhD in Information Science from the University of Pittsburgh, USA. Other qualifications are a MLIS, Library and Information Science, University of Wisconsin-Milwaukee (UWM), USA; Diploma, Library and Information Science, Cairo University; and BA, Library and Information Science, Cairo University. His areas of interest and research centre on Information Science, Information Marketing, Information Technology, information retrieval, Library Integrated System (LIS), user studies, information-seeking behaviour, human-computer interaction, electronic information resources, electronic collection management, electronic publishing, electronic citation, information ethics, and Social Media. He is also a peer reviewer for specialized journals in librarianship, including Electronic Library, Library Review, and Journal of Librarianship and Information Science.
National University, USA
Teri Marcos completed her doctoral degree in Organizational Leadership, with an emphasis in Educational Management at University of La Verne, in California, USA. She currently serves as Professor, Lead Faculty, Educational Administration at National University’s Los Angeles Regional Center for the Sanford College of Education. Having served as a middle school educator and school administrator for 20 years she is leading several multi-university research projects including how districts engage leadership from a distributed lens, the collective efficacy of staff academic optimism on growth in student learning, and how iPrincipals best lead Technology Language Learners. To date, she has peer-reviewed four school leadership book manuscripts for Corwin-Sage, as well as manuscripts for the Journal of Women in Higher Education. She has served on the editorial board for the Journal of Urban Learning, Teaching, and Research (The American Educational Research Association). Her qualitative and mixed-methods research interests include: the collective efficacy of high-performing school staff in low socio-economic schools; the effects of legislated educational reform on student learning; coaching school leaders for equity; digital reflective portfolios; and asssessment of curriculum and instruction.
Massey University, New Zealand
Alyson McGee earned her PhD (Educational Research) at Gothenburg University, Sweden. Initially, she was a primary school teacher in the United Kingdom before studying to be a TESOL educator and working in France, Spain, Turkey and Greece. As an academic, she has worked in the United Kingdom, Sweden, United Arab Emirates and New Zealand. Currently, she is the Academic Advisor for Internationalization and TESOL program at the Institute of Education at Massey University, New Zealand. Her research interests include internationalization in higher education; TESOL in schools and higher education contexts in English speaking and non-English speaking countries; leadership of TESOL; professional development and learning for teachers and teacher’s educators; and qualitative research, particularly action inquiry. She has academic publications in peer-reviewed journals, education journals/magazines for teachers, published research projects, has been solicited for guest writings for publication in book chapters and has served as a keynote speaker.
University of Swaziland, Swaziland
Nomazulu Ngozwana is a Lecturer within the Department of Adult Education at the University of Swaziland. She teaches gender and women’s related courses, community development, qualitative research and philosophy of adult education. She holds a PhD in Adult Education obtained from the University of KwaZulu-Natal, Pietermaritzburg in South Africa. She has substantial practitioner experience in community development needs in marginalised communities in Lesotho and South Africa. Her research interests include adult learning, citizenship, democracy, civic education, and correctional education.
Ferris State University, USA
Anuli Njoku (BS, Rutgers University; MPH, Boston University; DrPH, Drexel University) is an Assistant Professor of Public Health at Ferris State University. Her research and teaching specialties include cultural competency in higher education, health disparities, and health promotion and education. She has over 16 years of experience in the field, including having developed postgraduate courses, and having published on learner-centered curriculum development in Public Health, academic-community partnerships to promote rural health, and promoting social awareness within Public Health courses. She has peer-reviewed extended abstracts and manuscripts for the American Public Health Association, Journal of Cancer Survivorship and Preventing Chronic Disease.
Mukogawa Women's University, Japan
Shinji Okumura obtained his doctoral degree in applied linguistics at Monash University, Australia. He is currently a lecturer of English in the Department of Education at Mukogawa Women’s University, Hyogo, Japan. He is an editorial board member of International Linguistics Research and a reviewer for International Journal of English Language Education. He also served as a reviewer for Interactive Learning Environments and Open Science Journal, and a senior reviewer for the Asian Conference on Technology in the Classroom 2017. His research interests are focused on technology-enhanced language, language-in-education policy and foreign language education in primary schools.
Ionian University of Greece, Greece
Agnes Papadopoulou currently teaches in the Department of Audio & Visual Arts, Ionian University of Greece. She has had teaching experience in several institutions. Agnes’ research interests include: Art Didactics, Art, Technology and Education, Neuroaesthetics, Semiotics and Visual Communication, Digital Arts, Computer Games (Gamification), and Digital Storytelling.
Centre Norbert Elias, France
Elena Raevskikh is a research fellow at the French National Centre for Scientific Research (CNRS), at the Centre Norbert Elias in Marseille, France. She holds a PhD in sociology from the School for Advanced Studies in the Social Sciences (EHESS). Her PhD thesis is entitled “The Genesis and renewals of institutional forms of culture: a study of music conservatories and their territorial anchors”. Dr Raevskikh has also graduated in international public law from the Lomonosov Moscow State University Law Faculty in Russia, where she studied the legal aspects of the process of economic and monetary integration in the European Union. She is currently involved in the ANR-Curricula research project funded by the French National Research Agency, which aims to analyse the reorganization of cultural institutions in cities designated “European Capitals of Culture” in four European countries (France, Sweden, Poland and Italy). For this project, Dr Raevskikh is developing new conceptual and methodological approaches to identify the creative territories and the socio-cultural dynamics of artistic innovation.
Providence College, USA
Cornelius Riordan is Professor of Sociology at Providence College in Providence, RI., USA. His area of specialization is the social organization of schools and the educational outcomes that are related to various types of school organization. Riordan is the author of a textbook in the sociology of education entitled Equality and Achievement. He has studied the effects of single and mixed sex education at all levels of schooling and is the author of Girls and Boys in School: Together or Separate (1990) and Single Sex Schools: A Place to Learn (2015). He has been a keynote speaker, expert trial witness, and researcher on single sex schooling for 25 years.
National Institute of Rural Development and Panchayati Raj, India
Sonal Mobar Roy is an Assistant Professor at the Center for PG Studies and Distance Education at the National Institute of Rural Development and PR, India. She has worked as a Consultant at the Center for Equity and Social Development at the same institute and carried out monitoring and evaluation of sponsored government projects on the right to education and education for all. She worked as a Research Scientist at the Center for Exact Humanities at the International Institute of Information Technology, Hyderabad, before joining NIRDPR. Dr Roy has an MA in Social Anthropology. She earned her PhD in Sociology from the Department of Humanities and Social Sciences, Indian Institute of Technology Kanpur, one of the premier institutes in India. Her doctoral study focused on stigma related to TB and HIV in the Ladakh region of India, and the fieldwork was sponsored by Parkes Foundation, UK. Her research interests include Sociology of Education and Health, Culture and Tribal Studies, Rural Development, Ethnography, ICT and Crowdsourcing. She has been involved in teaching, research and training at her institute. She has national and international publications to her name and strives to bridge the gap between theory and practice through her writings and research. She received the “Emerging Scholar” award at Imperial College, London in 2018 at the International Conference on Health and Wellness.
Rafik Hariri University, Lebanon
Najwa Saba ’Ayon is a full-time assistant professor in the College of Arts at Rafik Hariri University, Lebanon. She is the coordinator of all English and Intensive courses in the department in addition to Business Arabic and Spanish. Dr Saba ’Ayon has a BA in English Language, a teaching diploma in TEFL, as well as a MA in TEFL from the American University of Beirut, Lebanon, and a Doctorate of Education (EdD) from the University of Sussex, UK. She has quite long experience teaching English as a foreign language (EFL). Besides teaching English courses, she has taught elective courses, namely Intercultural Communication and Public Speaking. Moreover, Dr Saba ’Ayon has published and presented in national and international conferences on flipped learning, intercultural communication, student motivation, collaborative learning in ESP courses, as well as EFL teachers’ conceptions of teaching and their practice. She is interested in teacher training and development, ESP, intercultural communication, and preparation of professional communicators. Recently, Dr Saba ’Ayon served as a senior reviewer of abstracts in The IAFOR International Conference on Education – Dubai 2017.
Western Galilee College, Israel
Bethe Schoenfeld completed her doctoral degree entitled “Dysfunctional Families in the Wessex Novels of Thomas Hardy” at Anglia Ruskin University, UK. Prior to that she completed her MA in English Literature entitled “Shakespeare’s Concept of Law and Justice” at the University of Haifa, Israel. She has been teaching English as a Foreign Language (EFL) and English for Academic Purposes (EAP) since 1985 in Israel. Her current research interests include student behavior and learning strategies in online foreign language courses as well as the socio-cultural impact of increased awareness of Israelis of the American rock band The Grateful Dead. She has co-authored several tertiary level textbooks, focusing on both critical thinking skills and academic-level articles and questions, for students of English learning English in a non-English-speaking environment at the Intermediate and Advanced levels. She has also been senior editor for department-wide EFL exams at the Intermediate and Advanced levels for the past 10 years at the Western Galilee College, where she has been lecturing since 1996.
Punjab Higher Education Department, Pakistan
Jahan Shams is an Assistant Professor in Education at the Punjab Higher Education Department in Pakistan. He has written several publications, presented at a range of conferences, and he is also a reviewer for several journals. Jahan’s research interests are Educational Measurement and Assessment, Testing, and Educational Research.
Hakuoh University, Japan
Arun Sharma is an Assistant Professor of Chemistry at Wagner College in New York City. His research interests include computational chemistry, environmental chemistry, and development of computer-mediated pedagogies. He has developed and published multiple educational modules and curriculum design to integrate computational tools and active learning for freshman and sophomore level chemistry courses. He serves as a peer reviewer for 7 journals including the Journal of Education and Learning and the Journal of Educators Online.
Laguna State Polytechnic University, Philippines
Dr Consorcia S. Tan is Professor and Associate Dean of the College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Laguna Philippines. She finished her doctorate degree in education at the Technological University of the Philippines Manila, majoring in Educational Management, and her master’s degree from the same university major in Curriculum and Instruction. She is interested in studies focusing on curriculum and instruction, education management and teaching pedagogy.
National Pingtung University, Taiwan
Chung-chin Wu is Assistant Professor at National Pingtung University, Pingtung, Taiwan. He is originally from Taichung, Taiwan. He received his doctoral degree with an emphasis in achievement motivation and juvenile delinquency from the Institute of Education at the National Cheng Kung University in the winter of 2015. He holds a Master’s degree in early childhood education from Chen Chi University in Taipei, Taiwan. His research focuses are achievement motivation and juvenile delinquency for young child and adolescents, respectively. He was awarded funding by the Ministry of Technology in Taiwan to conduct multidisciplinary research with junior high school students during 2014. He is currently working on a research project regarding preschool teachers’ classroom goals and preschoolers’ learning motivation.
University of Washington, USA
Huanshu Yuan holds a Master of Education degree with distinction in Bilingual and Multicultural Education. She received her PhD in 2017 in the field of Multicultural Education from the University of Washington (College of Education), USA. She is a frequent presenter at national and international education conferences. Her teaching and research interests are multicultural and social justice education, culturally responsive teaching, curriculum development and reform, ethnic studies, and teacher education. Her current research concentrates on creating multicultural learning environments for students from diverse backgrounds, as well as preparing culturally responsive teachers for future students.
Govt. Dyal Singh College, Pakistan
Muhammad Zafar works as a lecturer in Education at Govt. Dyal Singh College, Lahore, Pakistan. He has written several publications, presented at a range of conferences, and he is also a reviewer and editorial board member for several journals. His research interests include Math Education and Educational Leadership and Management.
American University of Sharjah, UAE
Mai Zaki is an Assistant Professor at the Department of Arabic and Translation Studies, American University of Sharjah. She has a PhD in Linguistics from Middlesex University, London. She has taught courses in linguistics, Arabic as a foreign language, and translation in Egypt, the UK and the UAE. Her research interests include working in the fields of semantics, pragmatics, corpus linguistics, translation, foreign language teaching and using corpora in language teaching. She has presented her work at many international conferences. She acts as a book and article reviewer for several publishers and journals including Georgetown University Press, Routledge, Journal of Applied Linguistics, and Journal of Pragmatics. She also has professional experience as a linguistic consultant and curriculum developer in the field of Arabic studies.
IAFOR Journal of Education Language Learning Issue
For information on the IAFOR Journal of Education: Language Learning Issue Editor, Editorial Board and Reviewers, please see About the Language Learning Issue page.