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.

Sharon Weiner

information literacy, leadership, student success, lifelong learning, critical thinking

Sharon A. Weiner is a Professor of Library Science and holds the position of W. Wayne Booker Chair in Information Literacy at Purdue University. She is Vice-President of the National Forum on Information Literacy

Youness Elbousty

Professional Learning Communities, Successful Schools Intiative

School Reform, Teacher Education, Educational Leadership, Transformative Change, Professional Learning Communities, Second Language Acquisition

Faculty of Critical Languages

Sharon Tettegah

Social and Emotional Learning; Teaching and Learning in Immersive Environments, Teacher Education

Education, Psychology, Communication

Sharon Tettegah is a faculty at the University of Illinois, at Urbana Champaign. She also holds appointments at the Beckman Institute, and Department of Educational Psychology; Her research focuses on pre-service teacher education and students as it relates to human perception and performance in human-computer intelligent interaction within teaching and learning milieus. She specialize in the study of social simulations and virtual reality environments.She is currently investigating pre-service teachers, and other students in higher education, attitudes and perceptions of student's school interactions involving empathy. Her research interests include the use of web based animated narrative vignette technologies (social simulations) as a methodology to understand cognitive and emotional responses of educators and other professionals in helping professions. She believes that web based technologies such as social simulations and synthetic environments (i.e., virtual environments) are examples of how educators can use technology to understand issues that affect classroom teaching and learning practices in a diverse society. She also studies identity semiotics within the context of social simulations.

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.

Regina L. Garza Mitchell

community colleges, leadership, teaching and learning, technology

Elizabeth Dorland

faculty development, improvement of college science teaching, Web 2.0 tools in teaching and learning

Liz Dorland is a former NSF program officer and college chemistry faculty member who promotes information and visual literacy in the context of Web 2.0 at Washington University in St. Louis.

M C Smith

Adult literacy, Adolescent identity formation, STEM education, Teaching educational psychology, Adult development

M Cecil Smith is a professor of educational psychology at Northern Illinois University.

erica brownstein

Misconceptions in science, Accreditation, Concept mapping, Integrating technology into teaching

Science Education, Teacher Education

Erica Brownstein is an associate professor of science education at Capital University and is also the Preservice Accreditation Coordinator for NSTA.

Daniel Sewell

1. Scholarship in distributed or distance higher education institutions., 2. The scholar-practitioner model in higher education.

Higher education, Scholarship and practice in education, Cognitive psychology

Dan Sewell is Associate Provost for Research at Fielding Graduate University in Santa Barbara, CA.