Dr. Carole Fleuret has a bachelor’s degree in remedial education and a master’s degree and doctorate in teaching French from the Université de Montréal. She has done research on writing socialization, as well as on spelling and the study of the socio-cognitive and cultural components involved in the appropriation of second-language texts using approximate spellings and young adult literature. She is interested in minority populations, multi-ethnic and plurilingual communities and an intercultural approach. She is a researcher with the CNRS Praxiling Laboratory in Montpellier, France.
Dr. Theodore (Ted) Christou is an Associate Professor of Social Studies and History Education at Queen’s University in the Faculty of Education, with a cross-appointment to the Department of History. He has authored and edited four books on dimensions of Canadian history as well as two books of poetry, a Grade 7 history textbook presently used across Ontario, and more than thirty refereed articles. Ted has served as to co-editor of the Journal of the Canadian Association for Curriculum Studies and is the founding editor of Antistasis: An Open Education Journal. He is the Past President of the Canadian Association for Foundations in Education, and an advocate for historical and philosophical learning in teacher education programs across Canada.
Dr. Christopher DeLuca is an associate professor and graduate faculty member in classroom assessment and curriculum studies at the Faculty of Education, Queen’s University. Previously, Dr. DeLuca was an Assistant Professor at the University of South Florida (Tampa, USA) and has worked in the area of policy research in London, England. Dr. DeLuca’s research examines the complex intersection of curriculum and pedagogy as operating within frameworks of educational assessment and accountability. In particular, Dr. DeLuca’s research centres on how pre-service and in-service teachers learn to engage the complexities of assessing student learning in relation to the evolving accountability culture in today’s classrooms. Dr. DeLuca’s work has been published in leading national and international journals and has received continuous funding by the Social Sciences and Humanities Research Council of Canada. Dr. DeLuca has served as the President of the Canadian Educational Researchers’ Association and as past co-editor of the Journal of the Canadian Association for Curriculum Studies. Drawing on these experiences, Dr. DeLuca has been committed to promoting Canadian educational scholarship through peer-reviewed dissemination methods. Serving as Anglophone Editor for the Canadian Journal of Education provides another key platform for facilitating knowledge sharing and uptake to ultimately enhance education in Canada and internationally.
Kara Smith, PhD, OCT, GTCS is an Associate Professor of Language Education at the University of Windsor, editor of The Journal of Teaching and Learning, and the Canadian children’s books review editor for Canada’s National Reading Campaign (NRC). A member of The Writers’ Union of Canada (TWUC), Dr. Smith is the author of The Artists of Crow County (Black Moss Press, 2017), co-author of Next to the Ice (Mosaic Press, 2016), Teaching, Learning, Assessing (Mosaic Press, 2007), and the author of the blogspot poetry series, “The Travelling Professor.” This past year, Dr. Smith had poems shortlisted for the 2016 Walrus Poetry Prize and the Polar Expressions Prize.
Dr. Samira ElAtia is an associate professor of education and the director of graduate studies of Faculté Saint‐Jean at the University of Alberta. She holds a PhD from the University of Illinois at Urbana‐Champaign. She specializes in the evaluation of competencies; her research interests focus on issues of fairness in assessment. She is member of the board of directors of the Centre for Canadian Language Benchmarks in Ottawa. She has served on expert panels for several international testing agencies: Educational Testing Service in the United States, Pearson Education in the United Kingdom, the International Baccalaureate Organization, Chambre du commerce et de l’industrie of Paris, and the Centre international des études pédagogiques of the Ministry of Education in France. Her research areas of interest include language assessment, sociolinguistic bias in assessment, socio-political impact on language programs and language test development.
Katy Ellsworth holds a Master of Arts degree in history from Queen’s University. She began her work in educational publishing with the Third International Mathematics and Science Study at the University of British Columbia. For more than ten years, she has worked for the Association of Canadian Deans of Education (ACDE) as Executive Director, and is co-author along with ACDE members Kris Magnusson and Blye Frank of “The ACDE Accords: A Case Study in Democratic Leadership” (in Shultz & Viczko, Eds., Assembling and Governing the Higher Education Institution, 2016). Katy is also Communications Manager for the Canadian Society for the Study of Education.