Prof. Christian Faltis
Ohio State University, USA
Christian Faltis is Professor and Chair of the Department of Teaching and Learning in the College of Education and Human Ecology at The Ohio State University. He holds an M.A. and Ph.D. in Curriculum & Teacher Education from Stanford University. At Ohio State, he is a member of the Language, Education, and Society area of study. Prior to being at Ohio State, Faltis was the Dolly and David Fiddyment Chair in Teacher Education, Director of Teacher Education, and Professor of Language, Literacy and Culture at the University of California, Davis; he was also Professor of Bilingual Education at Arizona State University. Faltis is an AERA Fellow and an AERA Distinguished Scholar.
Faltis’ more than 100 publications have made important contributions to education, emphasizing ways to transform pedagogies used in teacher education for new and practicing teachers. His research ranges in topics ranging from understanding bilingualism and bilingual pedagogies, to working with language minoritized families, and using culturally responsive teaching practices. Among his major works are Preparing teachers to teach in and advocate for linguistically diverse classrooms: A vade mecum for teacher educators (2016); Teacher assessment and the assessment of students with special needs (2015); and Extraordinary pedagogies for working within school settings serving nondominant students (2013). In 2018, he was the first non-minority scholar to be recognized for his Lifelong Achievement in Bilingual Teacher Education by the AERA Bilingual Research Special Interest Group in New York City.
Prof. Stephen Billett
Griffith University, Australia
Lifelong learning; and Theories of learning and development, Dr Stephen
Billett is Professor of Adult and Vocational Education in
the School of Education and Professional Studies at Griffith
Prof. Yenni Rozimela, M.Ed, Ph.D
Universitas Negeri Padang
Prof. Yenni Rozimela, M.Ed, Ph.D. is a professor in English Language Teaching at Faculty of Language and Art Universitas Negeri Padang. Currently, she is Director Postgraduate UNP. She was born in IV Angkat, Agam, 19 September
1962. She finished her undergraduate degree at IKIP Padang,
Master and Doctoral degree at The University of Melbourne,
Australia. Her expertise is in Linguistics/Applied linguistics.
Assoc. Prof. Ikuyo Wakayama, Ph.D
Toyama University, Jepang
Assoc. Prof. Ikuyo Wakayama is a lecturer at Department of Educational
Sciences, Faculty of Human Development, Toyama University, Japan. After
taking M.Ed. at Department of Education, Tokyo Gakugei University, she
took Ph.D. in Education Department of Education, Hiroshima University.
Some of her publication are: Wakayama, I. (2017). A Longitudinal
case study on attitudes of six-year-olds to seven-year-olds toward art
activities in kindergarten and art classes in primary school. The Journal for the Association of Art Education, 38, 479-489.; Naruse, A., Nakada, H., Pastor, M.S., & Wakayama, I. (2017).The comparison of Spanish and Japanese curriculum in early childhood education and practice. The Bulletin of The Faculty of Human Development University of Toyama, 11(2), 47-56. Sumi, A., Tsuzumi, M., Kamiyama, A., Wakayama, I., Yonezaki E., Eda, N., & Hagiwara, N.(2016) The meaning of decalcomania in art education. The Bulletin of the Faculty of Human Development University of Toyama, 10(2), 43-53. Wakayama, I.
(2015). Sources of errors in lesson plans by students majoring in early
childhood education : using ‘thick description’ to bring the error
making process to light. The Bulletin of the Japan Association of Training Schools for Nursery Teachers,33, 21-30; Wakayama, I.
(2013).The effects of the Persona/scenario method on student attitudes :
Child-centered teaching plans for drawings of early childhood. The Bulletin of the Japan Association of Training Schools for Nursery Teachers, 31, 47-56.; Wakayama, I. (2013).”As If” Creative Molding Activity in Kindergarten Children’s Free-play. The Journal for the Association of Art Education, 34, 469-477.; Wakayama, I. (2010).
The effect of verbal support on diversification and sophistication of
visual images in “as if” drawings by four-and five-year old children.
Roth, R., Barreda-Hanse, C. and Hiew, Ch. ?Eds.? Families and Societies in Trasition. Proceedings of the 66th Annual Convention International Council of Psychologists, 91-101.