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Valarie's scholarship focuses on early childhood and elementary teachers' conceptions of the nature of science (NOS), as well as their teaching practice. She is undertaking a project entitled, “A Peer-Led-Teaming Approach to Globalizing Rural Science Teacher Preparation in the United States.”
I am studying democratic citizenship education in Taiwan, specifically as it pertains to national identity formation. Essentially, what does it mean to learn how to be a citizen in one of Asia's strongest democracies?
Dr. Pérez-Rojas’s area of research includes college counseling and mental health, with a particular focus on the experiences of historically marginalized college students, including Latinx students and international students. His research on these topics spans a variety of approaches, including quantitative, qualitative, and mixed methods designs.
Professor Arnove is an expert in the fields of comparative and international education and the sociology of education. He has made major contributions to research on national education systems.
Keith has worked with faculty, teachers, and students in the United States, Northern Ireland, Singapore, New Zealand, Chile, South Sudan, Macedonia, Sweden, and other countries. He has also served as a Visiting Professor at the University of Ulster (Northern Ireland), Uppsala University (Sweden), Victoria University (New Zealand), and the National Institute of Education (Singapore), as well as a Fulbright Senior Specialist in New Zealand.
I was born and raised in the Caribbean, I am of Colombian nationality and identify as Afro-Caribbean. I am currently pursuing a Doctoral degree at Indiana University Bloomington in Education Policy Studies and am also a 2018 Fulbright scholar. I hold a master´s degree in International Education from Bath Spa University, U.K. My research focuses on international comparative analyses of education policies targeted at ethnic and indigenous communities throughout the world.
Curt's international work involves edited book projects with international contributors; research in Korea on MOOCs, flipped classrooms, social media, digital learning; in China on OER, MOOCs, online learning, and flipped learning; research on blended learning in Korea, the UK, China, Taiwan and more.
Victor works with both higher education institutions and professional organizations related to developing institutional research capacities.
Gretchen teaches and conducts research in special education. She is especially interested in young children with disabilities and their families in rural schools and communities. Her international work has involved individuals with disabilities, their families and teachers in Tanzania, Ireland, England and Wales.
I study school choice and organizational reforms such as school autonomy, competition,and accountability. I have focused on the consequences of those reforms on educational equity and quality for the last three years.
Dr. Carspecken's graduate studies were in Anthropology, and she values diverse perspectives in the classroom, whether from around the world, from non-traditional age groups, from different groups within the United States or from different religious (and nonreligious) communities. She appreciates what students from different backgrounds have taught her over the years.
In collaboration with colleagues from Germany and the United States, I am engaged in an educational theorizing project that puts perspectives from curriculum studies in dialogue with German pedagogical traditions. Currently, our efforts are focused on clarifying dimensions of pedagogy overlooked within instrumental and critical discourses of curriculum and instruction.
Lara is co-coordinating an effort with IU Education Staff and the former Chair of the Bloomington Refugee Support Network to provide English Language (EL) services for Afghan Refugee families settling in Bloomington (from Camp Atterbury and other military bases).
Serafin is an Indigenous scholar and native speaker of Huanca Quechua, an endangered variety spoken in the central highlands of Peru. He has recently been named Indiana University Bicentennial Professor. He is a sociolinguist, educational linguist, ethnographer, lexicographer, and translator.
The Virtual Academic Readiness Bootcamp online courses engaged Indian university students in courses that provided an opportunity to improve their academic English Language skills to better prepare them for academic studies and future employment, as well as provide Indiana University graduate students the opportunity to experience online teaching with Indian university students. This program matched IU graduate students with Indian university students to sharpen their reading and writing skills.
Professor Damico’s scholarship and teaching center on critical literacies and inquiry-based approaches for working with digital media and complex topics, especially climate change. His book Commemorative Literacies and Labors of Justice: Resistance, Reconciliation, and Recovery in Buenos Aires and Beyond (2022, with co-authors, Loren Lybarger and Edward Brudney) addresses issues pertaining to memory, testimony, transitional justice, state repression, and human rights in Argentina, Latin America, or the Global South, more generally.
We are building local research capacity, conducting research with children on peace and experiences with peace and violence, developing programs in peace and social justice counseling, decolonizing psychology and curriculum.
Dr. Dimitrieska’s work focuses on expanding the world language programs in K-12 education across Indiana as well as internationalizing P-16 education. My research interests include language teacher cognition, language teacher identity, reflective practices of teacher educators, as well as instructional practices and professional development of language teachers in foreign/second language contexts and dual language immersion programs.
Most recently, Kathryn led a USAID project where her IU team worked with faculty at the University of Juba, South Sudan, to develop a Master’s of Education in Emergencies, with particular focus on trauma-informed teaching, multicultural education, and gender equity.
Dean Gonzalez serves as special adviser to the University Office of International Affairs on IU-Cuba initiatives. He has authored opinion columns on US-Cuba relations and DACA for the Huffington Post. In 2018, he published his memoir entitled, A Cuban Refugee’s Journey to the American Dream: The Power of Education.
Dr. Greenberg is involved in several international projects. She is in the YESTEM, an NSF/Wellcome Trust partnership project to design for justice-oriented STEM learning outside of school in the US and UK. The participatory research findings with youth helped to identify aspects of learning environments which shape youth access and development.
Dr. Huang is the managing editor of the Chinese/English Journal of Educational Measurement and Evaluation (CEJEME). This bilingual journal is to share advances in scholarship and practice between the assessment and evaluation communities in the US and China.
Sarah's research centers around interventions for children with disabilities. Together with Professor Adam Maltese, she worked on a project entitled, “Identifying Youth with Special Needs in Rural India.”
Kubow received a grant contract in the amount of $20,000 from the International Institute of Islamic Thought (IIIT) that partners the IU School of Education with IIIT to virtually host at IUB the 2021 Symposium on Education in Muslim Societies: Implications for Policy, Pedagogy, and Development.
Robert's scholarship examines the intersection of education, religion, and citizenship, particularly in the context of K-12 education in the United States.
Dr. Kwon’s recent research explores South Korean elementary school teachers' experiences teaching AI curricula and examine their competencies. Overall, Dr. Kwon’s work focuses on facilitating positive interactions among students in contexts of Computer-Supported Collaborative Learning (CSCL) and designing effective instructions for computational thinking (CT).
Thomas's international undertakings are mostly involved in development and service. For example, in Indonesia he helped in the development of four higher education programs as well as an assessment survey adapted from the National Survey of Student Engagement (NSSE) to the Indonesian context.
The international component of Jessica's work is predominantly research and centered on studying and working with scholars from other countries (Colombia, United Kingdom, Greece, Belgium, New Zealand, & Canada) to generate methods related to interactional datasets.
Bradley's current interests and projects include the study of secondary education reform in Mexico and Latin America; and translation of recent critical educational research in Latin America from Spanish to English.
Mitzi's research includes studies on school university partnerships, critical literacy, and using children’s literature to teach for social justice. Professor Lewison was a primary Investigator on two completed Afghanistan projects. The first, the Afghanistan Higher Education Project, was designed to rebuild the teacher education system at 18 universities in Afghanistan.
Chris's research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access.
Dr. Adam Maltese is the professor of Science Education and Martha Lea and Bill Armstrong Chair in Teacher Education. His research interests include making and STEM education. Dr. Maltese and his international colleagues work toward improving the current educational experiences of youth in order to better prepare them for an unpredictable future. His research team has collaborators from 10 different countries, including Kosovo, China and Liechtenstein.
Marjorie's research involves studies of youth who engage in art making and online sharing of art inspired by popular narratives – i.e. fan-based art making. The subjects of these studies have included youth from nations on every continent (except Antarctica) and all over the world.
Terry's primary research interests are social studies, civic education and teacher education. He directed Indiana University’s participation in several USAID-funded projects including the Afghanistan Higher Education Project (2006- 2011), the Macedonia Primary Education Project (2006-2010), and the South Sudan Higher Education Initiative for Equity and Leadership Development (2013-2015).
Supporting literacy instruction in the classroom is my area of interest. I work directly with teachers in their classrooms introducing best practices in literacy instruction.
Researchers in England, U.S., Hong Kong, and New Zealand are working on a project titled, ‘Pedagogies of Care for One-Year-Olds in Four Cultures.’ Using a multi-layered, multi-vocal, video-cued ethnographic method, we examine Froebelian principles as interpreted in different parts of the world as embodiments of culture, transmission of culture by caregivers, and cultural meanings in curriculum for one-year-olds at micro, macro, and temporal levels in relation to people, contexts, and processes.
Carmen's research examines literacy/biliteracy as decolonial, social and critical practices, performative pedagogies, and Latinx children's literature. For the past 10 years, she has returned to Puerto Rico, engaging with children and teachers in critical literacy work as emerging decolonial knowledge production at the intersection of local and transnational social issues.
Margaret is a Ph.D. student in the Special Education Program. Her career began as a secondary school teacher in Tanzania, where she taught social sciences and English. She then studied and worked with second language learners, students with special needs, and the deaf community in the Psychology and Curriculum Departments at Stellenbosch University in South Africa.
Dr. Nyikos offers professional development to universities and educational agencies abroad, including Africa, Southeast and Central Asia. She is an associate professor in the Literacy, Culture, and Language Education program. She is also an affiliate faculty of the Center for the Study of Global Change at the Hamilton Lugar School. Her research interest includes sociocultural approaches to strategies-based language learning; models for professional teacher development and teacher resistance to change; family language maintenance in the diaspora.
I have collaborated with colleagues from Costa Rica for about 7 years. Our work involves youth in long term correctional confinement, the educators who teach them in the facility, and the transition coordinators who help them at the time of reentry. More recently, I have also started working with individuals from Brazil, Colombia, Mexico, and Norway to examine the services available to youth who are in trouble with the law.
In 2015 the Center for International Education, Development and Research (CIEDR) and University of Pristina’s Faculty of Education (FE) in Kosovo as part of the Transformational Leadership Program. Co-funded by USAID and the Kosovar government and administered by World Learning. I was one of the faculty members working to mentor a group of faculty members to conduct research and help them publish. I delivered hands on workshops and worked with a group of faculty through all phases of research.
Meredith's research is situated in the field of science teacher education, particularly elementary teacher professional knowledge development. Her international activities are a combination of project development, research, teaching or service.
Since 2016, I collaborate annually in research and teaching with the faculty at the Center for Teacher Educational Research, Beijing Normal University. We focus on sustaining teacher growth and professionalism. Each year, in late spring and/or the summer, I am at the center working with BNU's faculty and their graduate students on designing, teaching in & researching face-to-face and virtual teacher professional development programs. I am accompanied by IU graduate students & instructors.
I facilitated an international collaborative project between adult education graduate students at Indiana University and the University of Glasgow's International Master's Program. Partnerships/small groups that included participants from each program engaged in story-sharing and dialogue regarding globalization and its interrelationship with adult education. Students explored gender, immigration, technology, and citizenship, informed by theory and personal contexts.
My current research focuses on working collaboratively with colleagues in South and Central Asia to explore their unique lived experiences, multiliteracy practices, and translingual teaching/learning strategies.
I was one of three Americans accepted to the Institute of Higher Education Policy's Global Fellowship Program that brought together higher education scholars and policymakers from across the globe to examine higher education issues. This included on-site learning in South Africa and a residency at the Rockefeller Foundation's Bellagio Institute in Italy.
David's research is focused in the area of educational policy and educational measurement with specific emphasis on international large-scale assessment. He has collaborated with or consulted for national and international organizations including the US State Department, USAID, UNESCO, the IEA and the OECD.
I am an adjunct professor at the University of Oslo, where I served as PI, with David Rutkowski as co-PI, for a Norwegian Research Council funded project on international assessment. I also advise the World Bank and the OECD on several international projects. I also regularly collaborate with and apply for grants with a colleague in South Africa at Tshwane Technical University. Finally, I edit an international book series and a journal hosted by the IEA in Hamburg, Germany.
Beth Samuelson is the co-founder, faculty mentor, faculty director, and study abroad director with the IU Books & Beyond Project, a university-supported student organization focused on developing bilingual books for children in Rwanda and the United States. The project provides students with experience in editing, designing, writing, supporting young writers, writing grants, and doing public relations.
Laura is the faculty director of the award-winning Global Gateway for Teachers, through which student teachers and experienced teachers engage in "immersion" experiences in schools and communities worldwide.
Rex led the International Counseling, Advocacy, Research, and Education project (I-CARE), i.e. a multi-disciplinary effort that addresses the mental health aspects associated with HIV-AIDS and other social problems, particularly in sub-Saharan Africa, including in Botswana.
Dr. Margaret (Peg) Sutton is the Director of Southeast Asian and ASEAN studies. Dr. Sutton has worked extensively in Indonesia since conducting her dissertation research there in the late 1980s, which focused on the impacts of Indonesian scholarship on Indonesian society. She has directed several institutional collaborations with Indonesian universities, focusing on improving teaching and research.
Gus is working with Professor Olusola George Ajibade (Co-I) from the department of Linguistics and African Languages at Obafemi-Awolowo University, Ile-Ife, Nigeria, Diane & Dr. Sherran Clarence as journal editors from South Africa, and Dr. Mia Perry College of Social Sciences–University of Glasgow, within project Sustainable Futures In Africa (SFA) project www.sustainablefuturesinafrica.com.
My work across these countries stems from European large-scale grants (e.g., DigiChild, a COST grant) and university-based symposia. The grants support European researchers by creating networks within Europe and outside (e.g., US and Australia). IU was a external partner in the DigiChild grant and I hosted graduate students and post-docs from England and Croatia during semester-long visits. I delivered multiple conference keynotes and workshops on research methods in summer institutes.
Joel's research interests are in positive psychology (especially the psychology of gratitude and the psychology of encouragement), Asian/Asian American mental health, and the psychology of men and masculinities. Some of his research has been conducted using international samples, for example from China, Taiwan & Singapore.
My research focused on a group of Indonesian English teacher educators who converged in an informal online learning community. In general, my study sought to explore how these teacher educators sustain their community engagement, collaboratively pursue their continued professional development in a non-institutional setting, and how writing and publication expectations, including governmental external quality standards, shaped their conceptualization of and conversations about professionalism.
Enid's research focuses on art education and creativity, leadership, data visualization, feminism, art talent development, global education, and policy issues. She critically examines theory and practice with an aim toward creating, critiquing, extending, and constructing new knowledge using a variety of inquiry methods.
