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.
Information about the IAFOR Journal of Education editorial team can be found on the main Editors page.
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.