Luciano Cid is an assistant professor of Education at Biola University. In this role he teaches undergraduate and graduate classes in Educational Psychology, Teacher Preparation, and Bilingual Education. His research foci are the following: classroom management, morality and SEL, diversity in education, and the alignment of objectives with measurement
Hello SIG 14 members, my name is Luciano Cid and this is my third year serving this group, so I will spare you the introduction. This term my responsibilities are as follows. Besides representing you all to the broader AERA community, I also have been given the pleasure of orchestrating the summer and spring events - keep your eyes and ears open for those. Furthermore, Kent Divoll (our current Treasurer) and I will be writing the proposal to AERA for the Kurt Fischer Lifetime Achievement Award, which we hope to launch during our current term as officers. Lastly, I am helping Kristin Simmers (our current Student Member-At-Large) with our social media presence (via Facebook at https://www.facebook.com/groups/bnesig) - please feel free to post important announcements, papers, or videos you feel are important to our community. If you wish to assist in any of these projects don't hesitate to contact me at luciano.cid@biola.edu. Let's make this group a place where community and collaboration abounds!
Interim Director of Elementary Education, Interim Director of Online Multiple Subject Program, Assistant Professor of Education, Biola University
luciano.cid@biola.edu
Bob Wiley is an Assistant Professor of Psychology at the University of North Carolina Greensboro, where he runs the Cognitive and Neural Science of Learning (CNSL) lab. He holds a K-12 Foreign Language Teaching Certification from the Illinois State Board of Education, and taught French and Arabic in the Chicago Public School system prior to returning to graduate school. He received a Ph.D. in Cognitive Science from Johns Hopkins University in 2018. His research focuses primarily on the cognitive processes of reading and spelling, and their neural underpinnings, in diverse populations. He is interested in how cognitive science research can be used to optimize the effectiveness of educational practices and interventions. He has been a member of AERA and the BNE SIG since 2014, serving as Program Chair beginning with the 2022 annual meeting in San Diego.
Interests: Cognitive psychology; Learning and perception; neural plasticity; cognitive science and education
rwwiley@uncg.edu
Tracey Tokuhama-Espinosa has roots in teaches a course at the Harvard University Extension School entitled Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education. She is the Associate Editor of the Nature Partner Journal Science of Learning and is currently an educational researcher currently living in New York. She is a former member of the Organisation For Economic Co-Operation and Development (OECD) expert panel to redefine Teachers’ New Pedagogical Knowledge which determined teacher need more training in Technology and Neuroscience. Tracey is the founder of Connections: The Learning Sciences Platform, which provides free, evidence-based resources to teachers.
Tracey has taught Kindergarten through University and is the former Director of the Institute for Teaching and Learning (IDEA) and Director of Online Learning at the Universidad San Francisco de Quito, and founding Dean of Education at the American University in Quito. Tracey also works with schools around the world in 40 different countries, and is currently researching What Kids Want to Know about Their Own Brains for a book for Columbia University Teachers College Press.
Her other research areas include improved indicators to measure educational quality; learning in the digital age; the expansion of the field of Mind, Brain and Education; paradigm changes using appropriate technologies; bilingualism and multilingualism; and the general improvement of teacher training practices in which she has written nine books, several chapters in books, and dozens of indexed articles. Her most recent publications are Bringing the Neuroscience of Learning to Online Teaching, and ThinkWrite: Thinking to Write and Writing to Think.
"Not everything that counts can be counted, and not everything that can be counted counts." -Attributed to William Bruce Cameron, 1963
traceytokuhamaespinosa@fas.harvard.edu
Kent Divoll grew up in Massachusetts and moved to Texas in 2008. In his free time, he enjoys playing soccer and traveling to see friends and family. His wife is originally from Brazil and typically travels there one to two times a year. He is an Associate Professor at the University of Houston-Clear Lake in the Curriculum and Instruction Department. As a tenured Associate Professor, Kent teaches undergraduate and graduate courses in classroom management, curriculum and instructional strategies, supervises graduate and undergraduate practicum students, and serves on dissertation committees as a qualitative methodologist, and/or chair. Between his teaching experience, doctorial work, consulting, and college level teaching, Kent has over 25 years of experience in the field of classroom management and teacher education. He has served as the Vice Chair, Program Chair, Chair, and Post Chair for the American Education Research Association’s Classroom Management Special Interest Group. He earned a bachelor’s degree in Elementary Education and History from Westfield State University, a master’s degree in Curriculum and Instruction with a literacy specialization from Lesley University, and an Ed.D. in Teacher Education and School Improvement from the University of Massachusetts-Amherst. Kent’s interests include classroom management, teacher-student relationships, improving classroom instruction, lesson planning, teaching using aspects of the brain, teacher induction, and preservice teacher education. divoll@uhcl.edu
Kristin (Kris) Simmers is a PhD student at the University of Connecticut, interested in how teachers' knowledge and perception of the brain and learning impact their practice and learner outcomes. She is also a member of the Lab2Classroom lab, collecting and analyzing EEG data to better understand attentional fluctuations in educational settings. Kristin was a teacher for 16 years (in 4 countries) and holds an M.Ed. in Curriculum & Instruction and M.S. in Elementary Education. As the Graduate Student at Large, she prioritizes making the SIG a high value opportunity for all graduate students and often shares new opportunities and resources to the BNE SIG's Twitter account.
Doctoral Student in Educational Psychology, University of Connecticut
Cognition, Instruction & Learning Technology; CT Institute for Brain and Cognitive Science Graduate Student Affiliate; Science of Learning and Art of Communication Trainee
Pronouns: she/her/hers
kristin.simmers@uconn.edu