Heidi Andrade is an Associate Professor of educational psychology and Associate Dean for Academic Affairs at the School of Education, University at Albany, SUNY. Her work focuses on the relationships between learning and assessment, with emphases on student self-assessment and self-regulated learning. She has written numerous articles, including an award-winning article on rubrics for Educational Leadership (1997). She has co-edited books on classroom assessment, including the SAGE Handbook of Research on Classroom Assessment (2013) and The Handbook of Formative Assessment (2010), edited a special issue of Theory Into Practice (2009) and co-edited an issue of Applied Measurement in Education (2013).
Fei Chen is a PhD candidate in the Educational Psychology and Methodology program at the University at Albany, State University of New York. Her research interests include self-regulated learning, learning from assessment, and adaptability to change. Her research focuses on using mixed methods to reveal cognitive mechanisms underlying learning processes, and to design effective educational interventions to promote learning. She is co-author with David Yun Dai of the book Paradigms of gifted education: A guide for use-inspired research (2014).
Dr. Mark Crossley is a Senior Lecturer in Performing Arts at De Montfort University, Leicester, UK. He specializes in contemporary intermedial practice and the relationship between professional intermedial practice and performing arts pedagogy. He has written many articles on this subject that have been published in the UK and internationally. For many years previously he worked as a drama teacher in secondary and further education in the UK and also as an advisor to national teaching and learning organisations and examination boards. He has supported major arts curriculum developments in many local education authorities across the country.
Joanna Hefferen is the Director of Professional Development at ArtsConnection in NYC. She works extensively on USED-funded arts education initiatives, co-directed the Artful Learning Communities project, and was Co-Theater Director of Arts Achieve. She is a member of the Digital DELLTA (Developing English Language Literacy through the Arts), a contributor to The New York City Blueprint for Teaching and Learning in Theater, and co-author of “Formative assessment in the visual arts” (2014). Ms. Hefferen has consulted with Henry Street Settlement, the New Jersey State Council on the Arts, the Boston Public Schools, and the University of Massachusetts.
Dr Andy Kempe is Professor of Drama Education and a Teaching Fellow of the University of Reading. He has extensive experience of working with both trainee and serving teachers in the UK and abroad. His work with students of all ages and abilities has informed numerous articles and chapters covering a wide spectrum of issues in drama, English and arts education, and teacher training. The GCSE Drama Coursebook has been a standard text in many schools since the first edition was published 25 years ago. Recent publications include ‘Looking back, moving forward: Drama, Disability and Social Justice’ (with Sonali Shah), in Finneran, M. & Freebody, K. (2015) Drama & Social Justice: Theory, research and practice in international contexts, and ‘A Kind of Integrity: explorations in history and drama’ in Anderson, M. & Dunn, J. (2013) How Drama Activates Learning : Contemporary Research and Practice. His most recent book Drama, Disability and Education, was published in 2012.
Alkistis Κοndoyianni is a Full Professor of Drama-in-education at the Department of Theatre Studies, School of Fine Arts, University of Peloponnese. She participates at research groups in many countries (European Network of Affective Education, Dynamic Pedagogy, CAFT) and has given lectures and workshops worldwide (England, Italy, and Japan). She is the author of 39 books for children and educators. Her last book is under the title Black Cow, White Cow, Drama and Intercultural Education.
Katerina Kosti is a secondary school teacher. She holds a master’s degree (MA) in Museum Studies (University of Athens) and she is currently completing her PhD at University of Peloponnese in the effects of drama based instruction on the secondary school students’ developing of historical empathy. She has published various articles in scientific journals and delivered papers at scientific conferences, as well. At the same time, she directs teenage groups’ performances.
Maria Palma is the Director of Arts Accountability and Support, New York City Department of Education, Office of Arts and Special Projects, where she has designed numerous professional development initiatives in the arts, managed several USDOE grants including AEMDD 2004, PDAE 2005, 2008, and 2011, and supported an i3 grant, Arts Achieve. She was on the team that supported the NYCDOE’s Blueprints and related professional development. In her role at NYCDOE she is supporting schools, administrators, and teachers in the implementation of quality standards-based arts education. Her focus has been on professional learning communities and formative assessment in the arts.
Jase Teoh is a Faculty Instructional Technologist at SUNY Empire State College, Long Island. Her research engages with the areas of virtual worlds, avatars, identity formation, gaming industry, teacher education and technology, Web 2.0 tools, qualitative research, drama in education, and the future of computing.
Asterios Tsiaras is Assistant Professor in the department of Theatrical Studies at University of Peloponnese. He has written about many different aspects of drama education and dramatic play. His publications include the Contribution of Dramatic Play to Classroom Psycosociology in Primary Education, Dramatic Play in Primary School, Drama and Theatre in Education, Dramatic Play as a Means of Self-concept Improvement in Primary School Age Children, Theatrical Education in Primary School: A Psyco-sosiological Approach and the Developmental Dimension of Teaching Drama-in-education. Current research projects are focusing on the teaching of poetry through drama and the contribution drama may make in increasing the emotional intelligence of young people.