Canadian Journal of Educational Administration and Policy,
Issue #100, February 16, 2010.

EDUCATIONAL POLICY
AND INTERNATIONALLY EDUCATED TEACHERS

Contributors

Lee Anne Block is IET Programs Coordinator in the Faculty of Education at the University of Manitoba. Her research and teaching are focused on how we name and engage with difference in educational locations. For almost twenty years, she was a classroom teacher in Seven Oaks School Division, Winnipeg, working mostly in middle years.

Christine Cho is doctoral candidate (ABD) at York University’s Faculty of Education and a contract faculty member at Trent University's School of Education and Professional Learning. A classroom teacher for several years, Christine has taught pre-service and in-service teachers at four Ontario universities. Her research interests include the exploration of social justice in pre-service teacher education particularly related to “immigrant” teacher candidates, teacher education policy and practices, critical pedagogy, and critical multiculturalism.

Caroline Chassels is a doctoral candidate, teacher educator, and Supervisor of Student and Personal Support Services at the Ontario Institute for Studies in Education of the University of Toronto. Caroline’s research interests are related to organizational responses to difference and diversity, and strategies to build and sustain professional learning communities among teachers and teacher educators. 

Dan Cui is currently a Doctoral Candidate in the Department of Educational Policy Studies, University of Alberta. Her research interests include immigration, citizenship, and identity, Chinese Canadian youth and the sociology of education.

Farahnaz Faez is an Assistant Professor in the Faculty of Education at the University of Western Ontario. Her research interests include second language teaching and learning, multilingualism and multilingual education, pre-service and in-service ESL teacher education, professional development for internationally educated teachers, ESL curriculum development, and program implementation.

Jennifer Kelly is an Associate Professor in the Department of Educational Policy Studies, University of Alberta.  Her primary areas of research are racialization, identity formation and youth culture.

Katina Pollock is Assistant Professor, Faculty of Education, University of Western Ontario. As a researcher, she has been a member of various research teams focusing on educational topics such as Work and Life-Long Learning (WALL Project), Urban School Poverty, Inclusive Leadership, Online Teacher Professional Development, and Information Communication Technology (ICT) in Innovative Schools. She recently completed a study exploring non-permanent teachers’ work practices and a trans-border comparative policy project. Her research interests are in the areas of alternative teacher work practices, contingent teacher workforces, comparative education policy, educational leadership and administration.

Hanna Ragnarsdóttir is Associate Professor at the University of Iceland, School of Education. She is Head of Faculty of Education Studies (2008-2012) and Head of a Research Centre of Multicultural Studies at the School of Education. Her research interests are immigrant families, immigrant children, diversity (students and teachers) in school settings, multicultural education and multicultural school reform.

Clea Schmidt is an Assistant Professor of Teaching English as an Additional Language in the Faculty of Education at the University of Manitoba where she served as founding coordinator of the Internationally Educated Teachers Programs. She conducts critical qualitative research on policies, programming, and systemic issues affecting the integration of immigrant teachers.