Dr. Ayhan Yılmaz was born in Kayseri, Turkey in 1962. She was graduated from Hacettepe University Faculty of Education. She received her Msc.Degree in science education from the Hacettepe University in 1990, Ankara, Turkey. During her master education, she was appointed as Assistant Professor in Hacettepe University, Faculty of Education, Division of Chemistry Education in 1989. Then she started her doctoral studies at Ankara University, Faculty of Science, and Division of Inorganic Chemistry in 1992. She received Ph.D degree in 1996, her Associate Professor title in 2000. In addition to, she served as a Vice Dean of Faculty of Education from 2006 to 2012. She has been working at the same division as a Professor since November 2006 and Head of Division of Chemistry Education since 2010. She has been serving as a Deputy Dean of Faculty of Education since August 2016.
Her main research interests are students’ conceptions of science, misconceptions in chemistry and science education, environmental education and active learning methods. Professor Yılmaz is a well – known academician who has published many articles about chemistry and science education in peer review journals. In addition to, she is working as a member of editorial boards of national scientific journals and is a member of the GDCh (Gesellschaft Deutscher Chemiker) and Turkish Chemical Society.
Gıyasettin DEMİRHAN is Professor of Physical Education and Sport Sciences at Hacettepe University. He is Dean of Faculty of Sports Sciences and Head of Physical Education and Sport Teacher Education Department. Also, he is a former president of Turkish Sport Sciences Association. He is an active member of some international scientific association like AIESEP, FIEP, ECSS, ISHPES. Currintly his research interests are critical thinking, instructional technology in PE, relationship between physical activity and academic performance and cognitive process, risk perception in outdoor‐adventure sports. He published 24 articles in international refereed journals and 45 articles in national referred journals. Also, he has two books and 12 book chapters. He presented more than 100 papers in international and national scientific congresses and completed 12 international and national scientific projects. He was as keynote and invited speaker at many national and international scientific meetings. Also, he organized many international and national scientific meetings. He has 150 citations in scientific journals which are indexed in SSCI and SCI and 400 citations in Google Scholar. He is currently included 4 European Union Projects.
(Ph.D, MAEEE, MEd, MBA, Bed Hons, B.Econ, BA (Econ), Secondary Teachers Diploma, Certificate in Project Management, Certificate in Assessment)
Micheal van Wyk is a full Professor in the Department of Curriculum and Instruction in the School of Teacher Education at the College of Education, UNISA. He has more than twenty eight years of teaching experience both at primary, secondary and higher education levels. He is a National Research Foundation rated researcher in Economics Education. He has been published more than 40 research articles in accredited journals in the last five years, reading 47 papers at educational conferences, written three academic books and four chapters in research books. He delivered several keynote addresses at various teacher education conferences. He also received an award for Outstanding Education Research Paper (International conference, Dublin- Ireland, 2010). In 2011 received an award for the Best Researcher in the Education category, in Faculty of Education- University of the Free State). Prof Micheal is an international reviewer for several international journals as well for South African journals. He served on several academic boards. In 2012, he published an article entitled: [Re]claiming the Riel as Khoisan Indigenous Cultural Knowledge. He served on various committees in the College of Education, Unisa. He is currently working on a book project entitled:
Schooling, Society and Inclusive Education. Prof Micheal van Wyk research interest is on technology-integrated teaching and learning, Indigenous Knowledge systems (IKS), stokvels as community-based saving schemes; economics education.
Merete Wiberg is Associate Professor at Danish school of Education, Aarhus University, Denmark. MW is master in philosophy and musicand PhD in philosophy of education (2007).
Research interests: Theory/philosophy of learning; Didactics (Didaktik); moral education; ethical formation; the concept of Bildung; philosophy of Education.
Qvortrup, A. &Wiberg M.(eds.)(2017).Dealing with Conceptualisations of Learning- learning between means and aims in theory and practice. Rotterdam: Sense Publisher
Qvortrup, A., Wiberg, M. Christensen, G.; Hansbøl, M. (2016) (eds.) On the Definition of Learning. Odense: University Press of Southern Denmark https://www.sdu.dk/en/om_sdu/institutter_centre/ikv/forskning/forskningsprojekter/on+the+definition+of+learning/publikationer
Wiberg, M. (2014) Evidence based methods and conforming judgment. In: David Reimer; AneQvortrup; Karen Bjerg Petersen (eds).Evidence based education in Denmark. Cursiv https://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_14_www.pdf
Wiberg, M.(2013). Learning rights, participation and toleration in student group work: A moral Perspective. In. Krogh, L.& Jensen, A.Aarup (Eds.)(2013). Vision, Challenges and Strategies; PBL Principles and methodologies in a Danish and Global Perspective. Aalborg: Aalborg University Press, p.103-116.
Serap Emir completed her graduate education and PhD on Curriculum and Instruction in Hacettepe University Education Faculty after she had completed her undergraduate studies in Hacettepe University. She worked as a faculty member in Abant İzzet Baysal University Education Faculty, Curriculum and Instruction Department. She has been working as an Associate Professor in İstanbul University Hasan Ali Yücel Education Faculty, Special Education/Gifted Education Department since 2006. She has Turkish and English articles and book sections which has been published by both national and international publishers. She presented academic papers on both national and international conferences and symposiums and has been taking charge as a field referee on national journals. Along with her studies on curriculum and instruction fields, she continues her studies on gifted and talented children’s education as well as program developing for the gifted.
She is faculty member at Hacettepe University. She completed her bachelor’s degree at Boğaziçi University, Integrated B.S. and M.S. Program in Teaching Chemistry in 2006 and she attended to Baylor University,USA for four months in her undergraduate years. She completed her master’s program in 2008 and her PhD in 2014 at Hacettepe University in the field of Curriculum and Instruction. She visited to Harvard University, Graduate School of Education as a researcher in 2015. She worked as curriculum developer for the project of The Scientific and Technological Research Council of Turkey, Turkish Republic Ministry of Interior, Turkish Republic Ministry of Labour and Social Security and Turkish Republic Ministry of National Education. Her research interest includes Howard Gardner’s disciplined mind, project zero, deep learning, scientific thinking, authentic learning, interdisciplinary learning, and argumentation, Collegiate Learning Assessment in the classroom “CLA”, values education and curriculum development in the field of in-service training.
İshak KOZİKOĞLU is Assistant Professor in the Division of Curriculum and Instruction, at Van Yüzüncü Yıl University/Turkey. He also taught at a secondary school in Teramo/Italy as language assistant and at Bülent Ecevit University, Zonguldak/Turkey as an instructor.
He graduated from English Language Department, at Middle East Technical University/Ankara and received his PhD degree at Van Yüzüncü Yıl University in the Division of Curriculum and Instruction. He authored or co-authored research articles and academic studies at national and international settings.
He has interests in the study of teaching, curriculum studies, teacher education, new trends in education and induction programs.
Nurdan Gürbüz is an Associate Professor at Middle East Technical University in Ankara, TURKEY, Department of English Language Teaching where she has been working for over 20 years. Her areas of interest include Spoken Discourse, English Language Teaching Methodology, Teacher Education, teaching oral communication skills, English as an International Language and Intercultural communicative competence.
Assoc. Prof. Dr. Eda GÜRLEN, completed her Bachelor’s degree in 1998, her Master’s degree in 2001, and her PhD. in 2006 in the department of Curriculum and Instruction of Hacettepe University. In 2008 she conducted her post-doctoral research in University of Minnesota, USA. She has been working as Associate Professor at Hacettepe University, Faculty of Education. She also has been serving as the principal of the Hacettepe University Life Long Learning Center since 2016. She served as the Project coordinator of the “Development of Primary School Curriculum for Gifted” project, served as an expert at the “No Risk in My School” project and worked as a researcher in the “Private Security Officer Trainings Curriculum” project. She continues her studies on constructivism, problem based learning, teacher education and gifted education.
GÜLGÜN BANGİR ALPAN, is Associate Professor of Education, at Gazi University. She holds a BA in Art Education (University of Gazi), an MA in Curriculum and Education (University of Hacettepe), and a PhD in Educational Technology (University of Ankara).She has worked as an art teacher at secondary school for the past seven years. She has been working in the Gazi University for twenty three years. She has published a national book called “Visual Communication” and authored or co-authored national and international books chapters and articles which cover applied and theoretical approaches to the study of education. Study topics; Teacher education, Instructional technology, instructional message design, textbook design, visual communication and visual literacy. She has won national awards for her some published articles.
She has been involved in various projects of the World Bank and the Ministry of National Education and in in-service training seminars of teachers. She has been member of “Turkish Curriculum and Instruction Association” and “Association of Art Educators”. She participated in mixed painting exhibitions in İzmir, Çeşme, Chios and Ankara.
Dr. Craig Kissock, is founder and Director of EducatorsAbroad Ltd. (EA) and University of Minnesota emeritus professor of education.
Beginning as a teacher educator in 1967 he has taught in the USA, Nigeria, and Zimbabwe. Since 1987 he, and his EA colleagues, have developed and implemented pre and in-service professional development strategies for educators in 84 countries worldwide leading to globally recognized professional qualifications.
He works with teacher educators around the world to:
He has directly supervised the teaching practice of student teachers in over 30 countries (including the first U.S. teachers in Russian and Lithuanian government schools), served as Chair of the Global and International Committee of the American Association of Colleges for Teacher Education, and has co-edited journals representing the viewpoints of teacher educators in several countries.
Pow, J. & Wong, M. (2017). Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching. Journal of Education and Training Studies, 5(8), 68-76. doi:10.11114/jets.v5i8.2441
Chan, W.W.J., Lau, M., Li, S.C., Pow, J., Lai, G. & Wong, A. (2017). Challenges university students face when integrating new ICT tools into their learning: An exploratory study of a social annotation tool. Journal of the International Society for Teacher Education, 21(1), 7-23.
Tam, V. C., Chan, J. W., Li, S. C. & Pow, J. (2017). Developing and managing school human capital for information and communication technology integration: A case study of a school-based e-learning project in Hong Kong. International Journal of Leadership in Education. DOI: 10.1080/13603124.2017.1318958
Pow, J. (2016). Revitalizing students’ geographical imagination in a digital world. Journal of the International Society for Teacher Education, 20(2), 57-66.
Chan, W.W.J., Tam, V.C., Li, S.C., & Pow, J. (2016). The Development of an Assignment Coding Guide for Evaluating ICT-usage in 21st Century Primary School in Hong Kong. Journal of the International Society for Teacher Education, 20(1), 54-66.
Pow, J. & Li, S.C. (2015). The Effect of Students’ Perceptions of Internet Information Quality on their Use of Internet Information in Inquiry-based Learning. Australasian Journal of Educational Technology, 31(4), 439-457.
Li, S. C., Pow, J.W.C. & Cheung, W.C. (2015). A Delineation of the Cognitive Processes Manifested in a Social Annotation Environment. Journal of Computer Assisted Learning, 31(1), 1-13. DOI: 10.1111/jcal.12073
Pow, J.W.C. (2014). Enhancing Supervised Teaching Practice through Building a Virtual Learning Community with an Interactive Video Database. In A. Sivan, D. Chan, E. Wong (Eds.), Studies on Teaching and Learning (pp. 77-90). Hong Kong: Pearson.
Li, S.C., Ma, H.K. & Pow, J.W.C. (2013). A Structural Equation Modelling Approach to Elucidating the Interplay between Internet Use and Social Behaviours. British Journal of Art and Social Sciences, 12(2), 253-267.
Li, S.C. and Pow, J. (2013). Cognitive Perturbation: A Reconceptualisation of the Framework for Fostering Conceptual Change in Science Education. In Phillipson, S., Ku, K. Y. L., & Phillipson, S. N., (Eds.) Constructing Educational Achievement: A Sociocultural Perspective (pp.243-253). London, UK: Routledge.
Pow, J. & Fu, J. (2012) Developing Digital Literacy through Collaborative Inquiry Learning in the Web 2.0 Environment – an exploration of implementing strategy. Journal of Information Technology Education: Research, 11, 287-299.
Wong, M. & Pow, J. (2012) Initiating Small Class Teaching in Hong Kong: video reflective narratives and the professional developmental learning model, Teacher Development: An international journal of teachers’ professional development, 16(4), 507-522. DOI:10.1080/13664530.2012.730713.
Li, S.C. & Pow, J.W.C. (2011). The Affordance of Deep Infusion of One-to-One Tablet PCs into and beyond Classroom. International Journal of Instructional Media, 38(4), 319-326.
Fu, J. & Pow, J. (2011). Fostering Digital Literacy through Web-based Collaborative Inquiry Learning – A Case Study, Journal of Information Technology Education: Innovations in Practice, 10, 57-71.
Pow, J. & Li, W. (2011) Authentic Learning in Initial Teacher Education – bridging theory and practice in integrating information & communication technology in learning and teaching, Journal of the International Society for Teacher Education, 15(1), 60-67.
Ma, H.K., Li, S.C. & Pow, J.W.C. (2011). The Relation of Internet Use to Prosocial and Antisocial Behavior in Chinese Adolescents, Cyberpsychology, Behavior, and Social Networking, 14(3), 123-130.
Pow, J. & Yan, L. (2010). A Study of Teachers’ Attitudes Towards the Use of Cooperative Learning in Liberal Studies Teaching. Journal of the International Society for Teacher Education, 14(1), 41-48.
Li, S.C., Pow, J., Wong, E. M. L. & Fung, A.C.W. (2010). Empowering Students Learning through Tablet PCs: A Case Study. Education and Information Technologies, 15(3), 171-180.
So, W.M., Pow, J. & Hung, V. (2009). The Interactive Use of a Video Database in Teacher Education: Creating a knowledge base for teaching through a learning community. Computers and Education, 53(3), 775 – 786.
Pow, J. & Kwan, T. (2009). Nurturing Reflective Practice in Initial Teacher Education: Dissection of a self-directed learning session. Journal of the International Society for Teacher Education, 13(1), 31-39.
Pow, J., Li, S.C., and Fung, A.C.W. (2009). Students’ inquiry learning in the Web 2.0 age. In A. Tatnall et al. (Eds.) Evolution of Information Technology in Educational Management (pp.107 – 116). Boston: Springer.
Pow, J. & Yeung, S.W. (2007). A Reflective-participative Approach to Professional Development in Teaching of Liberal Studies in Schools, Hong Kong Teachers’ Centre Journal, 6, 16-29.
Pow, J. (2006). ICT Teaching Experience Sharing in Higher Education: an Education Development Approach, Informatics in Education, 5(2), 277-296.
Lee, M. & Pow, J. (1996). Information Access Behaviour and Expectation of Quality: Two factors Affecting the Satisfaction of Users of Clinical Hospital Information Systems, Journal of Information Science, 22(3), 171-179.
Pow, J. (1993). Learning Geography in Hypertextual Environment, The Hong Kong Geographer, 10(1), 19 – 29.
Secretary General, International Society for Teacher Education. 2015-2018.
Convener, International Society for Teacher Education 33rd Annual Seminar, Hong Kong Baptist University, 2013
Member of Editorial Board. Journal of International Society for Teacher Education. 2009–2018.
Continuing Professional Development Project: In-service Teacher Development Course on Learning and Teaching in a Small Class Environment (SCT150). Education Bureau (EDB), HKSAR Government (Member of Teaching Team). Sep 2011 – Aug 2013 (Project valued at US$1,324,800.)
Continuing Professional Development Project: In-service Teacher Development Course on Learning and Teaching in a Small Class Environment (SCT 12). Education Bureau (EDB), HKSAR Government (Member of Teaching Team) Sep 2011 – Aug 2012 (US$121,500)
Provision of Services for Coordinating and Developing Teachers’ Continuing Professional Development (CPD) 2010/11 School Year. Education Bureau (EDB), HKSAR Government (Co-investigator). Jan– Oct, 2011 (US$41,000.)
Continuing Professional Development Project: Workshop on Effective Strategies to Enhance Learning and Teaching of General Studies in a Small Class Environment (SCT6). Education Bureau (EDB), HKSAR Government (Member of Teaching Team) Nov 2010 – Apr 2011 (US$22,450.)
Continuing Professional Development Project: In-service Teacher Development Courses on Learning and Teaching in a Small Class Environment (SCT150). Education Bureau (EDB), HKSAR Government (Quality Assurance Committee Member & Member of Teaching Team). Sep 2009 – Aug 2011 (Approx. US$551,000)
KAZIM ÇELİK (PhD.); is working as an Associate Professor at Pamukkale University Faculty of Education Department of Educational Sciences. He is also the Chairman of the Department of Lifelong Learning and Adult Education. After being a teacher in various primary schools he worked as a research assistant and lecturer at the Burdur Education Faculty of the Isparta Süleyman Demirel University. He is a member of the Association of Educational Administrators and Supervisors (EYEDDER) and International Association for the Advancement of Curriculum Studies (IAACS).
He has 21 articles and 32 leaflets published in the field. At the same time he is the writer of 2 book and 4 book parts. At different times he gave conferences with the colloboration of directorates of national education and he took part as lecturer in-service education activities.
Educational administration, organizational behavior, educational policies, education and future, and teacher education are areas of his study and interest.
Dr. Hanife Akar, is a tenured instructor and researcher in the department of Educational Sciences at Middle East Technical University since 2004, where she also acts as the departmental Erasmus Coordinator. She earned her Ph.D. in Curriculum and Instruction in Middle East Technical University. She was a visiting research scholar (granted the award by the Republic of Poland) in the Pedagogical University of Krakow, Poland in 2000-2001, and Stanford University, Graduate School of Education in 2002-2003 as a PhD. Candidate with a Complimentary Degree awarded by TÜBA. Her research focus was on teacher education policy. She did her post-doctoral Fellowship as a Fulbright Scholar (2013-2014) in Boston College, Research Center for Internationalization of Higher Education, and Northeastern University, NU-Global, where she did comparative research on the internationalization of higher education. Beside the above, for professional development and lifelong learning purposes Dr. Akar received a Diploma for Overseas Teachers of English from Cambridge University, RSA (1994), and holds a certificate from Harvard Graduate School of Education: Leading Educational Systems at National Level (2014).
As a researcher, Dr. Akar’s research mainly focuses on educational policy, migration, equity, contemporary issues in education, civic education, internationalization and higher education curriculum policy and qualitative research. She has coordinated nation-wide and international projects. She coordinated various EU projects at national level on topics dealing with contemporary issues such as “Active citizenship education,” “Climate-friendly management in European schools; and “Bridges between Researchers and Practitioners in University Lifelong Learning.” She published in various refereed international journals related to her research areas. Alongside research projects, Dr. Akar also acted as a consultant for a UN project for lifelong learning of migrants, and some minor consultancy work for EFL Curriculum in a private school.
Dr. Akar offers courses at three cycles as an instructor. At undergraduate level she teaches Introduction to Education and Classroom Management Course. At graduate and post-graduate level she offers courses on Research Methods in Education, Curriculum Evaluation, Educational and Social Policy, Curriculum Policy in Higher Education, and Teaching in Higher Education. Alongside Turkish Language as a native language, Dr. Akar speaks English, Dutch and German language very well.
Dr. Vesile ALKAN is an Associate Professor in the Education Faculty of Pamukkale University. She completed undergraduate and master degree in the area of Classroom Teaching at Pamukkale University; PhD degree in the area of Educational Sciences at Nottingham University.
Dr. Alkan is undertaking studies related with learning-teaching process and the factors affecting this, teacher education, mathematics teaching and social research methods.
Dr. Hülya ÇERMİK is an Associate Professor in the Education Faculty of Pamukkale University. She completed undergraduate in the area of Classroom Teaching at Dokuz Eylül University; master degree and PhD degree in the area of Curriculum and Instruction at Dokuz Eylül University.
Dr. Çermik is undertaking studies related with teacher education, learning-teaching process and curriculum development.
Dr. Birsen DOĞAN is an Associate Professor in the Education Faculty of Pamukkale University. She completed undergraduate in the area of Classroom Teaching at Dokuz Eylül University; master degree and PhD degree in the area of Curriculum and Instruction at Dokuz Eylül University. Dr. Doğan worked at MEB as a classroom teacher and at Uludağ and Yıldız Teknik Universities as a research assistant and a lecturer.
Dr. Doğan is undertaking studies related with learning strategies (reading comprehension), learning styles, early reading and writing, teacher education.
Dr. Gülsen ÜNVER is an Associate Professor of Curriculum and Instruction at Ege University. She got undergraduate degree on Child Development and Early Childhood Education at Gazi University and, Master of Science and doctoral degrees of curriculum and instruction at Hacettepe University.
She studied on teacher education as a Visiting Scholar from September 1, 20I2 through December 10, 2012 at University of Washington. She was a member of “Educational Committee” in a non-governmental foundation, Ege Contemporary Education Foundation (Ege Çağdaş Eğitim Vakfı – EÇEV), in 2013-2015. She is the recipient (with Ahmet Dikbayır and Bünyamin Yurdakul) of the Nafi Atuf Kansu Educational Research Article Award – 2016. She is a member of the Turkish Curriculum and Instruction Association, and Association for the Development of Early Childhood Education in Turkey.
Her research interests are teacher education, reflective teaching and student-centered approach. She is author of the book Reflective thinking in Turkish. Dr. Unver has also authored twenty three published articles, four project reports, and four book chapters.
BÜNYAMİN YURDAKUL is an Assistant Professor of Curriculum and Instruction at Ege University. He got undergraduate and Master of Science degrees at Ankara University, and doctoral degree at Hacettepe University on Curriculum and Instruction.
He studied on curriculum theories and qualitative inquiry as a visiting scholar from January 03, 20I2 through June 30, 2012 at School of Education, Indiana University Bloomington. He is the recipient (with Gülsen Ünver and Ahmet Dikbayır) of the Nafi Atuf Kansu Educational Research Article Award – 2016. He is a member of the Turkish Curriculum and Instruction Association.
His research interests are curriculum theories, constructivism and program evaluation. He is a researcher in the project “A Recommended Model to Increase Success Level of Turkey in Mathematics in International Wide Scale Exams: Effectiveness of the Cognitive Diagnosis Based Tracking Model” funded by The Scientific and Technological Research Council of Turkey. He has authored thirteen published articles, four project reports, and five book chapters.
Şehnaz Nigar Çelik is EFL instructor at Yuzuncu Yil University, Van. She is also a PhDc. at the same university and studying on EFL teacher training. She is currently giving “Methodology and Approaches in ELT”, “Teaching Language Skills”, “Comparative Education”, “Special Instruction Methods in ELT” and “English for Specific Purposes” courses at the Faculty of Education.
She graduated from Ankara University and had her master degree at Curriculum and Instruction in Hacettepe University. She has 14-year work experience, starting from the Ministry of National Education to Higher Education. She worked for 5 years at the Curriculum and Material Department of Ministry of National Education. During this period, she participated in several education commission on behalf of the Ministry of National Education. She completed her master on Curriculum and Education and in her master study, she conducted research on the evaluation of English course-books. She took part in the Secondary Education Project funded by World Bank. She also worked for Yıldız Technical University as a lecturer in 2013.
She has interests in foreign language teaching, EFL teacher training and educational policy.
Dr. Özlenen ÖZDİYAR completed her undergraduate degree in the department of Home Economics and Nutrition Education at School of Vocational Education of Gazi University. She completed her graduate degrees in the field of Curriculum and Instruction at the Hacettepe University.
She has interests and studies on Respect and Ethics Education, Attribution Theory, Social Sciences curriculum, gifted education, and Bologna Process. She still works in the Faculty of Education of Hacettepe University.
Dissertation: “Behavioral Ecology of Flying Squirrels (Glaucomys volans).”
2005 – now Smithsonian Institute, Associate in Communications: providing science education programming to schools
1995 – now Montclair State University, NJ. Director, PRISM: providing science and mathematics professional development to teachers
1990-1995 Upsala College, NJ: Full Professor and Chair of Biology
1977-1990 Upsala College, NJ: Assistant Prof/ Associate Prof Biology
Teaching Experience: Undergraduate courses in General Biology, Embryology, Human Anatomy and Physiology, Comparative Anatomy, Animal Behavior, Ecology, Evolution, Botany, Scientific Illustration. Graduate course sin Ecology and Teaching Science.
Research in Ecology: 40 years of investigations in field ecology of mammals in North American and Neotropical Forests, with specialization in squirrel population dynamics and ecology and tropical cat (ocelot and jaguar) home range, prey selection, and behavior. Early innovator in use of surveillance cameras to document mammal population movements and density. Developer of unique 30-year dataset on the mammalian ecology of a Panamanian forest. Expertise in live-trapping, census methodologies.
STEM Education: Early innovator in the use of internet education programming, especially videoconference technology to connect K-12 classrooms (since 2003) globally with researchers at the Smithsonian Tropical Research Institute in Panama and students in Belize, Australia, Portugal, Madagascar, and Thailand: appointed Smithsonian Associate in Communications. Created “The Rainforest Connection Live!”
Awards and Recognition:
Presentations and Workshops
Peer-Reviewed Publications, selected:
Giacalone Willis, J., K. Macht, and M. Burke. 2015. Our Twelve-year Journey Internationalizing In-Service Science Education. Book Chapter, In: Schwarzer, D. and B. Bridglall. Promoting Global Competence & Social Justice in Teacher Education. Lexington Books: NY. 332 pp.
Milton, K. and J. Giacalone. 2014. Differential Effects of Unusual Climatic Stress on Two Sympatric Primate Species (Cebus capucinus and Alouatta palliata) on Barro Colorado Island, Panama. American Journal of Primatology. 76 (3): 249 – 261.
Laurance, W. et al. J. Giacalone Willis. 2012. Averting Biodiversity Collapse in Tropical Forest Protected Areas. Nature. July 25, 2012, online 11318.
Aliaga-Rossel, E., R. Moreno, R. Kays, and J. Giacalone. 2006. Ocelot (Leopardus pardalis) Predation on Agouti (Dasyprocta punctata). Biotropica. 38(5): 691-694.
Dr. Tarkan Gürbüz is an Instructor at Middle East Technical University (METU), Department of Computer Education and Instructional Technology. He is a coordinating committee member of METU BILTIR Center Digital Transformation/Industry 4.0 Platform. He is also a member of the Global Board of Global Development Learning Network as the Regional Representative of European Central Asia Region. He received his BSc. in Mathematics, PhD and MSc in Computer Education and Instructional Technology from METU. He also received an MBA in International Business from MIB School of Management in Italy. He can read, write and speak fluently in English. He can speak German and Italian basic level. His areas of research interest include e-learning, innovative learning environments, adult education, knowledge management and teacher education.
İpek DERMAN, is a research assistant at Hacettepe University Education Faculty. She completed her undergraduate in Biology Education, and her masters’ degree in Curriculum and Instruction at the Hacettepe University. She still continues her Ph. D. in the field of Curriculum and Instruction at the Hacettepe University. She continues her studies on curriculum development and teacher training in the field of Science and Biology education.
Zeynep ŞEN graduated from Dokuz Eylül University Education Faculty Department of Physics Education in 2007. She worked as research assistant at Kocaeli University Education Faculty between 2010 and 2011. Since 2011, she has been working as research assistant at Hacettepe University Education Faculty and continuing Ph.D. education in Curriculum and Instruction.
She worked as a researcher in the projects of Private Security Officer Trainings Curriculum (2014) and Development of Primary School Curriculum for Gifted (2016), cooperated with the General Directorate of Security and Hacettepe University. Between 2013 and 2016, he served as a consultant at Hacettepe University Bologna Process. There are national and international publications on Brain-Friendly Learning and Bologna Process.
Samet DEMİRKAYA has completed his undergraduate education in Elementary Education at Uşak Faculty of Education, Afyon Kocatepe University. He has completed his Masters’ degree in the department of Curriculum and Instruction at the University of Virginia. He has been working on his Ph.D. as a Research Assistant in the field of Curriculum and Instruction at the Hacettepe University since 2012. He has interests and studies on differentiated instruction, educational policy, teacher competencies, in-service training and gifted education.
Demet Özmat has been doing a doctorate in Education, Curriculum and Instruction, at Hacettepe University since 2011. She also completed master of degree in Curriculum and Instruction at Hacettepe University in 2010. She received her B.A. from the University of Hacettepe, English Language and Literature. After completing pedagogical formation, she studied language learning strategies in her master thesis. She has been studying on language learning difficulties since 2011. She has been teaching English as an instructor at Çankaya University, School Of Foreign Languages since 2011. She has over 11 years of experience in teaching English as a foreign language. Currently she is serving as the program cordinator and an English instructor at Çankaya University.
Sevilay Bulut is a research assistant and PhD candidate in the Department of Turkish Language Education at Ankara University Graduate School of Educational Sciences.
She graduated with a BA degree from the Department of Turkish Language Education at Atatürk University Erzincan Faculty of Education in 2009. In 2011, she earned her MA degree from the Department of Turkish Language Education at Karadeniz Technical University. She then began her career at Ankara University Graduate School of Educational Sciences and has been working as a research assistant at the Department of Turkish Language Education since 2012. During her PhD education, she worked as a visiting scholar at the Institute of Education, University of London in the UK for a semester. Besides, she has participated in various national and international EU Youth in Action projects so far.
Sevilay Bulut has been leading her dissertation research project on the process of developing reading culture in preschool learning environments. Her scholarly interests include Turkish language education, reading culture, language skills, children’s literature, teacher education, and learning-centred curriculum design in higher education.