SFU Ed Review Journal Editorial Team
Poh Tan, PhD ’08, PhD ’19
Senior and Lead 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.
Jacky is a doctoral candidate in the Curriculum Theory and Implementation program in Simon Fraser University. She is interested in posthumanist and new materialist theories in so far as they provide a new way of understanding the role of humans and nonhuman agency in pedagogical practices. Her doctoral inquiry focuses specifically on the educational implications of posthumanist theories as pedagogical tools of critique.
In the course of her 20 plus years of educational career, she has been a teacher for different grades in the K-12 system in the USA and in Ecuador. At the university level, she has taught in Ecuador, USA, and more recently in Canada. She has also been the principal of two schools in Ecuador: Sierra Flor School and the British School Quito. Furthermore, she has worked as a consultant to the Ecuadorian Ministry of Education. Jacky lives happily with her wife in Burnaby.
Alannah Wallace is an MA student at SFU in Educational Psychology. She is currently studying visual attention in people with ADHD symptomatology and the behavioural strategies people with ADHD use to compensate for their symptoms. As well as being a technical specialist for the Educational Review, Alannah is an active TA in her two favorite subjects; Research Methods and Learning Disabilities. She
also writes for The Peak newspaper at SFU and works at a local climbing gym. When she’s not at school or working she enjoys getting outside and climbing mountains.
Daniel is an MA student in Educational Psychology program. He graduated with a Bachelor’s in Psychology from the Universidade São Marcos in São Paulo, Brazil. Currently, his thesis focuses on critical psychology in social cultural theory. He is also an executive member of the Education Graduate Student Association (EGSA) and an EGSA representative for the ACIE committee. He joined SFU Education Review in May 2018 as Web Administrator and looks forward to working with the journal team to further develop and improved the journal’s online platform for it’s readers.
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.