Professional Organization: AERA
Maureen T. Matarese
Institutional linguistic ethnography examining how “reading” and “literacy” are discursively positioned by professors and students in two community college developmental literacy classrooms. (in IRB proposal stage for Spring/Summer 2011 data collection), Co-investigator on sociolinguistic project Ghanaians in New York City: Language use and resources with Dr. Mabel Asante, examining the use of Ghanaian churches in NYC for bilingual language maintenance., Co-investigator on qualitative project exploring possible benefits of taking a Language & Culture course for students also taking college-level developmental skills courses. (2010-2011, to be presented at AAAL 2011), Dissertation Research:, Institutional linguistic ethnography exploring the one-on-one discourse between six shelter caseworkers and sixteen homeless clients in a New York City shelter over nine months, particularly in light of new NYC policies that consequently shaped practice and the talk used in practice.
Sociolinguistics, Discourse Analysis, Institutional talk, Intersection between policy and practice, education, literacy, social work
Maureen Matarese is a tenure-track Assistant Professor at Borough of Manhattan Community College, CUNY. A graduate of Teachers College, Columbia University with a doctorate in International Educational Development (Language, Literacy, and Technology), she has focused her work around issues of sociolinguistics, discourse analysis, and literacy in multicultural, institutional settings.
She has taught on the graduate level at Teachers College and at Long Island University, teaching courses in Sociolinguistics, TESOL, and Bilingual Education, and on the undergraduate level she taught Freshman Composition at North Carolina State University, and she teaches Academic Critical Reading and Language & Culture (LIN100/ANT115) at BMCC.
She also taught ESL, Literacy, and GED Preparation in a transitional homeless shelter in Washington Heights, where she worked for many years.
Professor Matarese's research focuses on sociolinguistics and discourse analysis. She has conducted sociolinguistic research in North Carolina, West Virginia, the Bahamas, and in New York City, and she has conducted qualitative research on teacher response techniques (particularly when students use nonstandard dialect features in their writing).
Discourse analysis, and specifically institutional linguistic ethnographies, are her area of expertise. In this vein, she has conducted research on caseworker-client interaction in a New York City shelter. That study speaks to the ways in which institutional hierarchies and their policies are enacted in everyday practice by street-level bureaucrats who negotiate between the needs of the client and the needs of the administration/policy. This research additionally speaks to the ways in which language diversity (Spanish language) were addressed in everyday practice by individual caseworkers. This research has implications for both policy and practice, as well as for street-level bureaucrats of other institutional types (e.g. school teachers). She is currently working on a linguistic ethnography in Academic Critical Reading classrooms.
Professor Matarese has published within and outside the field of (socio)linguistics and has presented at many national and international academic conferences where her work has been well received. In all facets of her work, she has worked with linguistic minorities (and/or minoritized languages/dialects), and she continues to be interested in exploring the relationship between institutions, talk, policy, and practice.
Catherine King
Catherine King is Associate Director of the Center for the Advancement of Teaching and Learning and Associate Professor of Psychology at Elon University
G. Andrew Page
Sustaining a social-info-edu network for Alaska Native students, Emerging, Assistive, Virtual, and Educational Technologies for Positive Learning Outcomes
Emerging, Assistive, Virtual technologies, Diffusion of Innovations to marginalized areas, Cross-hemispheric collaboration and Social Construction, Action Research
Over 21 years in education, with the last 11 in the field of e-Learning in higher education. I have taught numerous graduate courses on various aspects of educational technology and research methods.
Tech Tools and Instructional Strategies Wiki: http://webgear.pbworks.com
Richard OKeeffe
Ed.D. research:, 1) digital media, digital devices & baby boomers - how do they relate;, 2) enhancing engagement in e-learning - what matters most.
Prefer not at this time! (lifelong learner).
Anne M Hornak
Community college decision making and ethics, White racial identity development, Using Case studies as a meaningful tool for education
Anne M Hornak is an assistant professor at Central Michigan University in Educational Leadership. She primarily works with the higher education and student affairs programs. Her teaching interests are Student Development Theory, Adult Development, Ethics, Spirituality in Higher Education, Research in Education, Student Affairs Administration, and Women in Higher Education.
Richard Sebastian
Xena Crystal Li-chin Huang
Regi L. Wieland
Research on building relationships between faculty and students in an online environment, Research on curriculum mapping and its benefits and challenges in the higher education setting, Research on courses that will benefit teacher-leaders
Building Leadership (Principal Preparation), Curriculum Leadership, Assessment, Data Analysis and the connection to school improvement
Assistant Professor in the Advanced Educational Programs Department, Building Leadership Program, College of Education and Technology at Fort Hays State University, Hays, KS. Curriculum/School Improvement consultant. Former public school music teacher and educational service center consultant and director.
Christopher D. Sessums
teaching, learning, computing, social media, online teacher professional development, teacher professional development, teacher education, participatory media, critical pedagogy, social justice in education, cognitive science
Christopher D. Sessums is a post doctoral associate in educational technology in the School of Teaching and Learning at the University of Florida's College of Education.
Pamela A. Taylor
Multicultural and Social Justice Education, Anti-racism Pedagogy, Critical Theory, Curriculum Development
Dr. Taylor is an associate professor in the Curriculum and Instruction Program at Seattle University. She teaches courses in curriculum and instruction, social justice in practice, and philosophy of education.
Jan Visser
For the Love of Science (http://www.learndev.org/ScienceWorkBooks.html), The Scientific Mind (http://www.learndev.org/SciMind.html), Meaning of Learning (http://www.learndev.org/MoL.html), Learning for Sustainability (conceptualization in progress)
Theoretical physicist (Ir., Delft University of Technology) and learning scientist (PhD, Florida State University). President and Senior Researcher, Learning Development Institute. Former UNESCO Director for Learning Without Frontiers.
Claire Fontaine
Kirstin Bratt
Kirstin Ruth Bratt is Assistant Professor of language arts and literacy at Penn State Altoona.
Elizabeth Wellman
Susannah McGowan
Greta Vollmer
Daniel Sewell
1. Scholarship in distributed or distance higher education institutions., 2. The scholar-practitioner model in higher education.
Dan Sewell is Associate Provost for Research at Fielding Graduate University in Santa Barbara, CA.
M. Michele Pittard
Studying the relationship between liberal arts education and teacher education., Examining the benefits of having undergraduate teacher education students do classroom-based research during student teaching.
Michele Pittard is an assistant professor in Teacher Education at Wabash College, Crawfordsville, IN.
