Notes on Contributors
Konstantinos Alexakos
is Professor and program coordinator for Adolescence Science Education at the School of Education, Brooklyn College, CUNY as well as a professor in the PhD Program in Urban Education, at The Graduate Center, CUNY. His research focuses on teaching and learning, emotions, wellness and critical social issues such as race, gender, and sexuality with the goals of improving personal and global well-being, sustainability and education.
Corinna Brathwaite
completed her doctoral degree in the Urban Education Department of The Graduate Center, CUNY, in the Spring of 2019. She works at St HOPE Leadership Academy in New York City teaching mathematics to middle schoolers and co-leading The Natural Hair Club. She also is an adjunct at the City College of New York teaching Elementary Math Methods to pre-service and in-service teachers.
Nicholas Catino
is a music educator with experience teaching grades pre-k through 12. He is currently a high school music teacher in Long Island, where he lives with his wife and two small children. Nicholas’s research interest lies in community music making and the role of arts-based research methodologies to examine critical issues. He is currently a doctoral candidate in Urban Education at the Graduate Center, CUNY. Nicholas is an active trumpet player who enjoys playing music with new people in many musical settings.
Katelin Corbett
is a high school physics teacher in New York City and an adjunct professor of secondary science education at Brooklyn College. She is a graduate of the Urban Education doctoral program at the Graduate Center of CUNY where she studied emotions in teaching and learning.
Chatree Faikhamta
is an Associate Professor at the Faculty of Education, Kasetsart University, Thailand. He has taught a full range of undergraduate and graduate courses in science education such as chemistry methods course, research design in science education, science teacher professional development, etc. His research areas focus on STEM education, pedagogical content knowledge (PCK), self-study research and action research. He directed the nationally funded Developing PCK-based professional development program for prospective science teachers and their school supervisors. Chatree is involved in collaborative research in many countries such as Canada, Japan, Korea, Spain, Taiwan and UK.
Amy Goods
is a special educator and science teacher living and working in the New York City metro area. Amy has spent the past four years working with current and future teachers both in the field and in the college classroom. When not researching teaching and learning, Amy spends her time caring for her two young children.
Manny Lopez
is Associate Dean for Student Development at Bronx Community College of the City University of New York (CUNY). He has advance degrees in Urban Affairs, Philosophy and earned a PhD from the CUNY Graduate Center, Urban Education program, learning sciences track. His research primarily explores adult learners’ intentional and coincidental acquisition of life skills in both formal and non-formal learning environments.
Anna Malyukova
earned a PhD in Urban Education at the Graduate Center, CUNY. Anna is very passionate about mindfulness and emotions in the process of learning on the birth-death continuum. She began her education in Russia in 1997 pursuing her degree in engineering, but has since become interested in education and received an AS in Early Childhood Education from BMCC, CUNY, a BA in Liberal Arts from City College, CUNY, and a Master’s degree in Liberal Arts from The Graduate Center, CUNY. In her collaboration with Kenneth Tobin and Konstantinos Alexakos she became very interested in mindfulness and wellness in learning. Her writing includes publications with Carol Korn-Bursztyn in Immigrant Children and Youth: Psychological Challenges (2015), Jin Shin Jyutsu and Ameliorating Emotion, Enhancing Mindfulness, and Sustaining Productive Learning Environments with Kenneth Tobin, Konstantinos Alexakos, and Al-Karim H. Gangji (2016), and a chapter in Doing Authentic Inquiry to Improve Learning and Teaching (edited by K. Tobin & K. Alexakos, 2021).
Corie A. McCallum
earned a PhD in Urban Education at the Graduate Center, CUNY. She has worked in Student Conduct and Student Affairs for fifteen years. Her interests lie in emotions in teaching and learning and the experiences of student affairs administrators in higher education. She currently works as a Student Conduct Officer at New York City College of Technology, CUNY.
Linda Noble
is an Adjunct Assistant Professor in the School of Education at Brooklyn College. She teaches social studies in a New York City public high school and is certified by the Irish Teaching Council as a post-primary business studies teacher. Linda’s teaching philosophy reflects the social constructivist framework she applies to her research. She received the Butler Cooley Excellence in Teaching Award and Long Island University Teacher of the Year Award for her enriched classroom environment where social engagement is rooted in mindfulness, empathy, and appreciation of multiple perspectives. Linda has a Bachelor’s degree in business studies from the University of Limerick, Ireland, Master degrees from New York University and Brooklyn College, and a doctorate in education from New York University. Together with Malgorzata, Linda is recipient of the 2018 Award for Excellence in Teaching for a Part-Time Faculty Member at Brooklyn College. Linda and Malgorzata collaborate on providing professional development workshops in self-care and mindfulness to in-service public-school teachers. Their mutual research interest focuses on infusing contemplative practices into education.
Malgorzata Powietrzynska
earned her PhD in Urban Education at the Graduate Center of the City University of New York. She works as an Academic Affairs Manager at the Brooklyn Educational Opportunity Center of the State University of New York. In addition, an adjunct assistant professor, she teaches in the Secondary Teacher Education Program at Brooklyn College. Together with Linda, Malgorzata is recipient of the 2018 Award for Excellence in Teaching for a Part-Time Faculty Member at Brooklyn College. They collaborate on providing professional development workshops in self-care and mindfulness to in-service public-school teachers. Their mutual research interest focuses on infusing contemplative practices into education.
JoAnn Rintel Abreu
is an adjunct professor at Brooklyn College, currently teaching in the Secondary Education Department. An educator with the New York City Department of Education for 29 years, she had served as a teacher, an instructional coach, and a school improvement specialist. She is presently a Project Director in charge of Magnet Schools Assistance Programs in Districts 8/11 in the Bronx. She recently received her PhD in Urban Education from the CUNY Graduate Center, and is engaging in post-doctoral research on the impact of emotions in the classroom.
Wolff-Michael Roth
is Lansdowne Professor of Applied Cognitive Science at the University of Victoria (since 1997). He taught high school science, mathematics, and computer science for much of the period from 1980 to 1992 after which he began a university career teaching quantitative and qualitative research methods (Simon Fraser University). He has been investigating knowing and learning across the lifespan in formal educational, workplace, and leisure settings.
Mariatere Tapias
is an early childhood, textiles, language, and yoga teacher, textile artist, and teacher educator. Born and raised in Brooklyn, she attended a wide range of New York City public schools through 12th grade. As a doctoral student in Urban Education, at The Graduate Center, CUNY, Mariatere is a Graduate Teaching Fellow, working with pre-service and in-service teachers in the Bilingual Education program at Brooklyn College. Her arts-based research focuses on teaching and learning, well-being, justice, critical consciousness, care, and collective agency.
Kenneth Tobin
is Presidential Professor Emeritus in the Urban Education program at the Graduate Center of CUNY (2003–2019). Prior to becoming a university science educator in Australia in 1974, Tobin taught high school physics, chemistry, biology, general science, and mathematics for 10 years. Then, he held university appointments at the Western Australian Institute of Technology (now Curtin University), Mount Lawley College and Graylands College (now Edith Cowan University). In the United States he had positions as tenured full professor at Florida State University (1987 to 1997) and the University of Pennsylvania (1997 to 2003). Tobin began a program of research in 1973 that continues to the present day. His current research interests include contemplative practices, wellness and wellbeing.
Yau Yan Wong
has a Bachelor of Science degree in psychology from Virginia Polytechnic Institute and State University in the USA and a Master of Science degree in research methods in psychology from University College London in UK. For the past ten years, Yau Yan Wong has been leading mindfulness research projects and providing mindfulness training to her fellow teachers, students and parents in a laboratory school in Thailand. She is currently a doctoral student in science education at Kasetsart University, Thailand. Her research interests include mindfulness, wellbeing, human adaptation, sustainable development, and science education as a lived experience.
Shequana Wright-Chung
is an Early Childhood Instructional Coordinator with the Division of Early Childhood for the New York City Department of Education. Within this role she coaches school leaders and teaching teams on implementing best practices in prekindergarten and 3K programs. She also continues her research as an adjunct assistant professor at Brooklyn College (CUNY) by exploring with preservice teachers their emotional responses while teaching and learning early childhood mathematics to young children. She received her PhD from the Urban Education doctoral program at the Graduate Center of CUNY in the Spring 2018.
Luis A. Zambrano
is a Lecturer in mathematics at Guttman Community College and Baruch College, CUNY. His research focuses on student self-efficacy and the mediation of emotions in mathematics and STEM learning. He is a doctoral candidate in Urban Education at the Graduate Center, CUNY.