Interdisciplinary Centre for Research in curriculum as a social practice

Visiting Scholars


Invited Speaker Research Presentation
Technology-Enhanced Teacher Reflection: Multidimensional Agency for Improving Practice
Laurie Brantley-Dias, Ph.D.
Kennesaw State University

Tuesday May 9th, 2017
1:30 - 3:00 pm
Faculty of Education, Room 1010
Reflection in teacher education is used to help candidates recognize and respond to the need for growth and
change. Unfortunately, teacher educators and researchers have tended to measure reflection either through
value-laden, hierarchical language that places one type of reflection over another or to view reflection as a onedimensional
process. Since these constructs of teaching and reflection are arbitrary, she and her colleagues have
advocated for a holistic, multidimensional approach to reflection that embraces the use of different lenses and
purposes for reflectivity. Professor Dias will discuss research on a reflection model and a technology-enhanced
reflection process that they designed to help teacher candidates exert power, autonomy, and control over their
professional growth.

Professor Laurie Brantley-Dias 

is a tenured Professor of Instructional Technology at Kennesaw State University where she has been a faculty member since 2014. Laurie completed her Ph.D. at Georgia State University and worked there for 13 years as tenured faculty. Her research and scholarship interests include using technology to facilitate teachers; professional growth and development, technological pedagogical content knowledge (TPACK), and using technology to foster learning in informal education spaces. In the area of reflection and teacher education, Dr. Brantley-Dias has more than 20 publications and presentations. She is currently working on a research project using digital video as a catalyst for preservice teachers; reflective practice in a virtual teaching lab. In her free time she enjoys playing the banjo and outdoor activities such as gardening, stand-up paddleboarding, ocean kayaking and hiking at Kennesaw Mountain National Battlefield.

 RSVP Preferred Anton Puvirajah: 

Professor Mindy Blaise,

Director of Research, Discipline Group Leader, Early Childhood Education
College of Education, Victoria University, Melbourne Australia

Professor Blaise has a distinguished record of queer feminist research that is recognized internationally for being at the forefront of methodological and theoretical innovations in critical childhood studies. Her scholarship recognizes the necessity of twenty-first century teachers needing broader theoretical and philosophical understandings of knowledge in order to prepare children for a changing world.

 Coming Fall 2017. Details to follow

Past Visitors

Professor Mark Priestley

Deputy Dean of the Faculty of Social Sciences,
Director, Curriculum and Pedagogy Research Group
University of Stirling, Stirling, Scotland.

Professor Priestley works in the area of school curriculum; in particular looking at new models of national curriculum. He is interested in curriculum change and the professional work of teachers. Originally a History teacher in England and New Zealand, his work focuses on theorizing and thinking about curriculum in the age of 'the new curriculum'. As he noted, 'innovation is tricky when you are judged by the performance of your school'.

About the Curriculum Network:

Thursday March 30, 2017: Community Talk
What exactly is the point of theory?
12:00 -1:30 pm. Faculty of Education Community Room
Bring your lunch. Refreshments will be provided by the Research Office
RSVP: Tina Beynen 
To schedule individual consultation with Professor Priestley on Thursday March 30, please contact Dianne Nemcek

Visiting Graduate Scholar

Erfane Ghasempour Khoshroodi

Faculty of Psychology and Education
University of Tehran,
Tehran Province, Tehran.

Erfane will be coming to visit us from February to September 2017. Her work is intended to focus on curriculum as a social practice for use in design and validation of a curriculum framework based on situated cognition theory.