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Jeff Bloom
I rely on complexity sciences in data analysis, curriculum and instructional design, and theorizing in science education and cross curricular topics. My particular interest involves complexity theories, Gregory Bateson's work, and metapatterns. In addition to my personal website, more materials on these topics are available at http://elsci.coe.nau.edu.
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Brent Davis
I am a professor of mathematics education in the Department of Curriculum
Studies at the University of British Columbia. My research is developed
around the educational relevance of recent developments in the cognitive and
complexity sciences. I also have interests in the history and philosophy of
education--and, in particular, how varied and often incompatible theoretical
commitments are knitted together into conceptions of schooling and teaching.
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Ron Degray
Faculty Emeritus - Saint Joseph College, West Hartford, CT
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David Geelan
David is a Senior Lecturer in science education at the University of Queensland in Australia. He attended the first Complecity Science and Educational Research conference in Edmonton in 2003, and his paper from that conference now forms the first chapter of his new book 'Undead Theories: Constructivism, Eclecticism and Research in Education'. David's use of perspectives from complexity is to support more co-emergent visions of educational research.
David is the webmaster for the Noticeboard.
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Don Krug
My professional research interests are interdisciplinary. For the past ten years I have drawn from complexity theories to examine perceptions, practices, and policies regarding curriculm integration, information and communication technologies and the arts and ecology with an emphasis in teacher education and professional (development) education.
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Gabriel Matney
Gabriel is an assistant professor of mathematics at the University of Arkansas - Fort Smith. His research interests include Authenticity, recursivity in school "looping" programs, and the relations and multiplicity of the pragmatic instantiations of complexity theory in the mathematics classroom.
Michael McHale
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Stewart Mennin
I am an agent for change in the education of health professionals. I work in leadership, faculty development, curriculum planning, assessment, problem-based learning and program evaluation. I am using complexity to design integrated curricula in professional schools and to do faculty development by teaching about distributed causality and networks of information. Currently I am working as a consultant with the Ministry of Health in Brazil, The Association for Medical Education in Europe, and the Foundation for the Advancement of International Medical Education and Research in Philadelphia. ( Stewart Mennin is Professor Emeritus, Department of Cell Biology & Physiology and Assistant Dean, Educational Development & Research at the University of New Mexico School of Medicine in Albuquerque, New Mexico. He is also CEO of Mennin Consulting & Associates Inc..)
José Luis Hernández Neira
I am a 57 years old secondary education teacher with a Ph. D. in Physics who is currently working in an institution for adult people education. At present I am involved in a second doctoral thesis (in Pedagogy this time) whose main goal is to develope a suitable model to analize, forecast the evolution (if possible) and manage educational environments and systems.
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Deborah Osberg
Deborah Osberg is lecturer in Education Studies at the University of Exeter, UK and editor-in-chief of the onlibe journal Complicity: An International Journal of Complexity and Education
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Sean Park
I am a facilitator in the Inquiry-based BHSc. Programme at McMaster University, where I run a course on Complex Adaptive Systems for third and fourth year students. I am currently writing an MA thesis at OISE/UT on my experience of connecting complexity with facilitation and student development (see thefreeuniversity.blogspot.com)
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Renata Phelps
Renata Phelps is a lecturer at Southern Cross University, Australia. She is particularly interested in the connections between complexity theory and the potential of technology to support primary, secondary and adult education, as well as the role of action learning and reflection in supporting complexity-based learning and teaching.
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Dr. Darren Stanley
I am an Ass't Professor at the University of Windsor in the Faculty of Education. Recently,
I completed my PhD at the University of Alberta under Brent Davis in the area of healthy learning organizations through complexity.
Dennis J. Sumara
Dennis J. Sumara is Professor and Head of the Department of Curriculum Studies, University of British Columbia. His research focuses on experiences of literary engagement, with an emphasis on how such experiences are developed in pedagogical settings. He is the author of several books, the most recent of which, "Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight," received the 2003 National Reading Conference’s (USA) Ed Fry Book Award. He has also published extensively in the areas of curriculum theory, teacher education and educational action research.
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Beth L. Warren
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Kristopher Wells
Kristopher is a Killam Fellow and Social Sciences and Humanities Research Council of Canada doctoral scholar in Educational Policy Studies at the University of Alberta. His research interests include diversity, equity, and human rights in education. His work is informed by critical pedagogy, queer theory, and complexivist sensibilities.
Jack Yantis
Complexity and education is transforming my practice as I continue to work with future teachers on integrating arts processes into their teaching. The questions that are driving the work are "what would a post-modern teacher education program look/smell/taste/sound/feel like?", "how are the arts embedded in field theory?", "what is luminous teaching and learning?", and "what are growing curriculums?". I hope that a multiplicity of possibilities and frameworks will arise from further conversations with colleagues in the community.
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Elaine Young
I am an assistant professor of mathematics who teaches the content courses for preservice elementary teachers. I use the paradigm of complexity and edge of chaos to work with student groups of differing abilities, interest, and capabilities. I seek to identify activities that place students on the edge of chaos in their learning experiences.