Marco Espinoza, Editor
Marco is a doctoral student in Education at Simon Fraser University. He has been a teacher in the province of British Columbia since 1990. He has taught in elementary and secondary schools, as well at the postsecondary level. Moreover, he has served as principal of an independent school and program director of a business college. He has also served as a school board member within the independent school system, and in the first decade of the 2000s was actively involved in School Growth Plans in the Burnaby School District. His doctoral research stems from his experiences as an educator. Since the 1980s education has become increasingly language-based. This ‘language-turn’ is today more commonly captured under the umbrella heading of ‘literacies’ (e.g., literacy in numeracy, technology, environmentalism, and so on). There is an assumption that such literacies will lead to clarity, consensus and change. Yet, schools remain places of miscommunication, disagreement and reproduction. A critical question that arises here is ‘what exactly are we saying to one another and to ourselves when we communicate?’ To help address this question, Marco’s dissertation focuses on developing a language-based epistemic lens from which to discern the type of communicative practices taking place in schools. His research is informed by the philosophy of language and the ideas of Merleau-Ponty, Wittgenstein and Austin.
Poh Tan, Editor
Poh is pursuing a second doctorate degree in the Faculty of Education at Simon Fraser University. She is an entrepreneur, a stem cell biologist, an educator, a volunteer and a mother. She obtained her first PhD from the Faculty of Medicine at UBC focusing on the biology of blood stem cells. Her experience led her to a successful career in the biotechnology sector and eventually, helped her become a successful entrepreneur with two businesses. After becoming a mother, she found her true passion – science education in the early years. Yearning to learn more about how preschoolers learn, she decided to pursue a second PhD to understand early learners development to hopefully one day, see the world as her children see it every day – as a fascinating and new place to learn. Her research is focused on understanding early scientific literacy through self-study and reflective practices. Her specific research questions are:
- What are the characteristics of an educator to help develop reflective thinking in a young child?
- What elements are important in a learning environment to cultivate a reflective student?
- How can Schön’s coaching model be applied to develop a reflective student?
In addition to her editorial role at Ed Review, Poh is part of the Community Scientist Initiative and Scientist in Schools Programs at the Telus World of Science, a graduate writing facilitator for the SFU library, an industry mentor for the Beedie School of Business and is active on the scientific panel at the Rare Genomics Institute. One of Poh’s career highlights included an invitation to be a TEDx Stanley Park presenter. Click here to view Poh’s TEDx talk.
Dominic Trevisan, Editor
Dominic is a doctoral student in Educational Psychology at Simon Fraser University. His research explores how people with and without Autism Spectrum Disorder (ASD) process social and emotional information. Some of the questions his scholarship investigates include:
• How do difficulties in social perception (e.g. understanding other’s mental and emotional states) contribute to the unusual social behaviour characteristic of ASD?
• Do difficulties understanding emotions extend to both the self and others, and how are these mechanisms related?
• What does “social competence” mean, and how do you operationalize and measure it?
• In order to optimize the real-world social functioning of people with ASD, would they be best served by efforts to “normalize” them, or by increased neurodiversity advocacy?
Dominic’s research is supported by a Multi-Year Funding award, the Autism Research Training program and the Social Attention Research Group (http://www.sargsfu.ca). In addition to his editorial role in the Ed Review, Dominic serves as the research coordinator and a mentor for SFU’s Autism Mentorship Initiative and organizes the Social Behaviour Colloquium (https://www.sfu.ca/conferences/socialbehaviourcolloquium.html).