Dr. Morrison is a Professor in the School of Teacher Education and Leadership at Radford University in Radford, VA, US. She received her PhD in the Foundations of Education from the University of North Carolina at Greensboro, a Master of Arts in History and a Master of Arts in Education both from Wake Forest University, and a Bachelor of Arts in History and Sociology from Westminster College (Pennsylvania). She is currently serving as a Visiting Professor at the University of Greifswald in Germany where she is teaching about educational alternatives and doing field work with Greifswald students at a democratic free school in Mecklenburg-Vorpommern, Germany. She has studied such schools and self-directed homeschooling (“unschooling”) in the US and internationally and is always intrigued by pre-service teachers’ reactions to the theory and reality of these forms of education.

Eric Alan Common, Ph.D., BCBA-D, LBA, MI is an Assistant Professor in the Education Department at the University of Michigan - Flint. Dr. Common’s background is in special education and applied behavior analysis. He is interested in the active role ‘schooling’ plays in child development and the complex phenomena of learning—across academic, behavior, and social-emotional domains. His research examines whole-child initiatives delivered in schools using Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention and culturally and socially valid applied behavior analytic services. 

Kelly M. Carrero, Ph.D., BCBA, LBA-TX is an Associate Professor with tenure in the Psychology & Special Education Department at Texas A&M University—Commerce. She has served culturally and linguistically diverse children and youth with exceptionalities and behavioral concerns in a variety of settings. Her research projects serve as a vehicle for positive social change and advocacy for children identified with exceptionalities and challenging behaviors (including Autism Spectrum Disorders). Specifically, she is interested in identifying and examining culturally responsive and socially valid practices in research practices and service delivery. Dr. Carrero serves her profession as a reviewer for several journals and an active member of the Council for Exceptional Children (CEC) and its respective divisions.

Stefan Fusenich is a teacher educator and DfE subject learning coach (advanced practitioner). Stefan has extensive management and teaching experience across various posts in education and is a qualified lecturer with Qualified Teacher Learning and Skills status. He previously worked with the Learning and Skills Improvement Service as a critical friend, and on capacity building projects with schools, training providers and colleges in the UK and abroad.

Stefan has experience of teaching and management across a range of vocational and academic courses and has held senior posts as a head of department, student support manager, advanced teaching and learning coach, programme leader and observation team leader. He has particular expertise in Post 16 curriculum development, responsive teaching, assessment, progress and value added.

Dr. Christine Kenney is an associate professor of Education in the School of Education and Human Services at the University of Michigan-Flint. She is also currently serving as the Chair of the Education Department. She received her PhD from the University of Michigan-Ann Arbor in the area of literacy, language and culture. She earned a Masters of Arts in Early Childhood Education and Bachelor of Arts in Special Education from Eastern Michigan University.  Her current scholarship involves the examination of effective inclusive practices through community partnerships. 

Dr. Melissa Sreckovic is an associate professor of Education and is currently serving as the Honors Program Director at the University of Michigan-Flint. She received her PhD in Special Education from the University of North Carolina at Chapel Hill, her Master of Arts in Special Education and Literacy and her Bachelor of Arts in Elementary Education from Michigan State University. Her current scholarship is focused on identifying and examining the efficacy of practices to promote the authentic inclusion of autistic individuals in schools and communities.

Adam Hounslow-Eyre PhD, PGCE, fHEA, FCCT is Deputy Head of Programmes for Education, Health and Lifelong Learning and Programme Leader for Education Studies at Bishop Grosseteste University in Lincoln, England (UK). Adam was a Primary School (ages 5 -11) Teacher and Headteacher for approximately 20 years, increasingly specialising in working in small rural or semi-rural schools with mixed age classes. He qualified as a Critical Skills Programme trainer, delivering training nationally across the United Kingdom and adopted the active learning and humanistic approach in his own teaching. Adam was a regional coordinator for the Cambridge Primary Review Trust’s research into Primary Education (the biggest such national research report since the Plowden Report). Adam also contributed to the English Government’s consultation on developing the Primary National Curriculum in Computing. His research background and interests are in the philosophy of education; particularly the call for ‘what works’ education research and pedagogy, process philosophy and embodied cognition. He also researches on the impact of digital technology and computing in schools.