Notes on Contributors
Rouhollah Aghasaleh
Ph.D., is a postdoctoral research associate at Georgia State University. His scholarship lays on an intersection of critical science education, cultural studies of curriculum, and new materialist feminism that addresses the issues of equity and its impact on the education system. He has contributed research that directly supports efforts for teachers to meet the needs of a more diverse array of students. He is the editor of a forthcoming special issue on Curriculum Theorizing in Post-truth Era. Rouhollah studies indigenous funds of knowledge to address issues of underrepresentation, oppression, and under-recognition in educational research. His scholarly work has been featured in Journal of African American Studies, Curriculum and Teaching Dialogues, Research in Science Teaching, etc.
Amani K.
Hamdan Alghamdi is an award winning scholar and an Associate Professor at Imam Abdulrahman Bin Faisal University in Dammam (formerly known as the University of Dammam), Saudi Arabia. Amani is widely published and well known in the field of education in Saudi Arabia and abroad. Her multifaceted research interests include education and curricula in Saudi Arabia, analytical and critical thinking and their infusion in the teaching, online education and cultural manifestation, higher education, narrative research, and critical multicultural education. Dr. Amani has over 28 years of teaching experience in higher education in Saudi Arabia, Canada, and USA. She presented at various international conferences and is publishing in American, Canadian, Saudi, and Australian high impact factors journals.
Louise Ammentorp
is an associate professor in the Elementary and Early Childhood Education Department at The College of New Jersey. Her teaching and research focuses on school-university partnerships and enriching clinical experiences of preservice teachers; as well as best practices in teaching and learning, in particular, nature and art-based education and the use of hydroponic gardens in the classroom.
Philipe Pereira Borba de Araújo
works as a Secondary Education teacher for the Secretary of Education in the State of Paraíba. He worked as a Professor at the English Bachelor Department for Universidade Federal de Campina Grande from 2016 to 2017. Currently, he develops research in the areas of Language Teaching, Applied Linguistics, Literacies, and Education.
Martina D.
Booker, currently a 7th grad student at Baltimore International Academy, has been learning Chinese for 8 years because it gives her many opportunities. Martina is an avid reader, a science learner, and an artist. She wrote the beginning of the legend. Martina also speaks some French.
Janiya A. Brown
14, born in Baltimore, Maryland, has been studying Chinese at Baltimore International Academy. This fall (2019) she will be attending Baltimore City College as a 9th grade student. Janiya speaks fluent Chinese and some French. Her life goal is to be a happy person.
Marco Antônio Margarido Costa
holds a doctoral degree in English Language from Universidade de São Paulo (USP). He is currently a professor at Universidade Federal de Campina Grande (UFCG) and a member of a national Teacher Education Project called “Literacies: language, education, culture and technology.” His recent research focuses on English language teaching/learning, Applied Linguistics, Literacy Studies, and Teacher Education.
Marilee Cronin
in a reading specialist at Fox Prairie Elementary School in Stoughton, Wisconsin. She graduated from the University of Wisconsin–Madison with a degree in elementary education and received her Master’s in Education from Concordia University, Wisconsin. She has been teaching for twelve years.
Tabitha Dell’Angelo
is a professor in the Department of Elementary and Early Childhood Education at The College of New Jersey. Her research and teaching are grounded in critical and arts-based theory and pedagogy. Her work is focused on developing healthy outcomes and developing adaptive coping methods throughout the life course.
Nadine Ebri
is a two-time graduate of the University of North Florida with a Bachelor’s degree in Elementary Education and a Master’s Degree in Educational Leadership. She has taught elementary and middle school mathematics in Jacksonville, FL and is the founder and executive director of Ebri Education.
Scott Enger
is a second grade teacher at Fox Prairie Elementary in Stoughton, Wisconsin. He graduated from the University of Wisconsin–Madison with certification in middle childhood to early adolescence in regular elementary education and cross-categorical special education. Scott was a student of Dr. Hassett when he received his teaching licenses. This is his third year being a lead teacher and first year as a second grade teacher.
Alexander M. Gastfield
14, has been learning math, history, and science through Chinese for 9 years at Baltimore International Academy. This fall he will be attending Eastern Technical High School, Maryland. Alexander speaks fluent Russian and some French. He hopes to keep learning Chinese in the future.
Xiaoli Gong
is a second-year Ph.D. student in Applied Linguistics and Language Education in the fall of 2018 at University of Maryland, College Park. With a Master of Arts in Teaching degree, Xiaoli has been a Chinese language educator for six years at K-12 level. Her passion is within Chinese immersion program curriculum and pedagogy development.
Dawnene D. Hassett
is an Associate Professor at the University of Wisconsin–Madison in the Department of Curriculum and Instruction. She researches visual literacy, imagination, and play as central to early literacy education. She teaches undergraduate and graduate classes in reading and writing theories and methods.
Ibtesam Hussain
is an Assistant Professor at Imam Abdulrahman Bin Faisal University in Dammam (formerly known as the University of Dammam), Saudi Arabia. Ibtesam is well known in the field of early childhood teacher education in Saudi Arabia and the Middle East. Her research interests include education specifically in early childhood curricula, teacher education and preparation, preservice teachers reflective and critical thinking, and action research. Dr. Ibtesam has over 35 years of teaching experience in preschool teacher education organizations in Saudi Arabia. She has participated in designing the first Associate of Arts degree program for Early Childhood (EC) teacher education in Saudi Arabia. She has published a well-known, widely used EC curriculum “Haya Nagraa (Let’s Read).” The kit is used in the Middle East and few Arabic-teaching schools in Western counties such as USA and England. She also sits in many nation-wide committees that overlook the Vision 2030 policies for EC teacher education. She presented at various international conferences and is publishing in American, Saudi, and Egyptian journals.
Nausica Kapsala
is a biologist and a storyteller. She holds a Master in “Modern Trends in the Teaching of Biology with the Aid of New Technologies” and she is a Ph.D. candidate in the Faculty of Education, in the National and Kapodistrian University of Athens, Greece, where she studies “Storytelling as an educational tool in teaching biology.”
Apostolia Karagianni
was born in Volos, Greece, in 1963. She studied at the Arsakeio Pedagogical Academy in Athens, Greece. She has been working in Primary Education Schools since 1986. As a mother of three children, she approaches her students with love and tries to infuse them, with environment awareness. She has participated in local and European environmental education programs such as: “herbs: health, wellness, beauty” 2016–2017, as well as in activities of the HELMERA child Comenius project 2007–2008, and Erasmus + “Fit for the future” 2016–2018.
MinSoo Kim-Bossard
is an assistant professor in the Department of Elementary and Early Childhood Education at The College of New Jersey. Her research and teaching combine the fields of educational anthropology, reconceptualist scholarship in early childhood education, and studio-based pedagogical practices borrowed from art education.
Natalie S. King
is an assistant professor of science education in the Department of Middle and Secondary Education at Georgia State University. Her scholarly work focuses on advancing Black girls in STEM education, community-based informal STEM programs, and the role of curriculum in fostering equity in science teaching and learning.
Lauren Madden
is an associate professor of Elementary Science Education and Coordinator of the Environmental Sustainability Education Minor at The College of New Jersey. Her research and teaching focuses on advocating for scientific literacy and the health of the planet through teaching and learning.
Gabrielle C. Mann
a 7th grad student at Baltimore International Academy (BIA), has been learning Mandarin Chinese since kindergarten. Currently, he is also taking French. Gabrielle likes learning Chinese and loves drawing. His short-term goal is to attend Baltimore City College for high school.
Evangelia Mavrikaki
is an associate professor in the National and Kapodistrian University of Athens, Greece. Her research interests focus on biology teaching, and health and environmental education. She has authored and coauthored many articles and chapters in Greek as well as in international journals and books. Her work has received 180 Greek and international citations.
John Porco
is currently a graduate student at the University of Wisconsin–Madison working with Dr. Hassett in Curriculum and Instruction. His research is centered on the role that imagination plays in literacy practices, including the development of social imagination through the experienced feelings while reading and writing.
Güliz Karaarslan Semiz
got her M.S. and Ph.D. from the Department of Science Education at Middle East Technical University (METU) in Ankara, Turkey. She is teaching at Ağrı İbrahim Çeçen University in Ağrı, Turkey. Semiz’s research focuses on science teacher education, environmental education, education for sustainability, outdoor learning, and systems thinking.
Ajay Sharma’s
current research centers on explorations of representations of nature in science education, and neoliberalism’s impact on education. In past, he has focused on understanding classroom discourse in K-12 science classrooms and science teacher education programs from the perspectives of individual agency and equity.
Zeynep Temiz
got her M.S. and Ph.D. degrees from the Department of Elementary Education at Middle East Technical University (METU). She is currently teaching at Karamanoğlu Mehmet Bey University in Karaman, Turkey. Her study focuses on preschool education, teacher education, environmental education, narrative skills.
Steffenie Williams
is a Computer and Technology teacher at St. James School in Madison, Wisconsin. She has completed a Master’s degree in Curriculum & Instruction and second Master’s degree in Educational Leadership and Policy Analysis. She is currently a Ph.D. student in the School of Education and is a Teaching Assistant for “Literacy by the Lakes” at the University of Wisconsin–Madison.
Ulett Williams
is a retired educator who hails from Portland, Jamaica. She is married with five children and is passionate about instilling a love for education in the next generation. Ulett has a bachelor’s degree in elementary education, a Master’s degree in special education, and another Master’s in guidance and counselling.
Simge Yılmaz
got her M.S. and Ph.D. degrees from the department of Elementary Education at Middle East Technical University (METU). She has been teaching at Mersin University for one year. Her research interests are early childhood environmental education, outdoor education and learning, forest school, risk taking, STEM education in early childhood education, children’s biophilia, and landscape preferences, and children’s literature.