8-2 | Contributors
Marianthi Liapi is Research Director at the Technical University of Crete Transformable Intelligent Environments Laboratory and a doctoral candidate at the Aristotle University of Thessaloniki School of Early Childhood Education. Her research on architectural space and its ability to facilitate the relationship between children and the learning process has been presented at international architecture and interdisciplinary conferences and has appeared in journals and books, including the International Journal of Architecture Computing; Digital Physically; and Cognitive Processing. Edith K. Ackermann is Honorary Professor of Psychology at the University of Aix-Marseille in France and visiting scientist at the Massachusetts Institute of Technology School of Architecture. She has authored or coauthored more than a dozen articles and book chapters on the future of play in relation to learning, creativity, and digital technologies. Her work has appeared in, among others, Children, Play, and Time; Collaboration and Learning in V-Environments; and A Learning Zone of One’s Own: Sharing Representations and Flow in Collaborative Learning eEvironments. She also serves as senior research associate at the Harvard Graduate School of Design and is visiting senior researcher at The LEGO Foundation.
Daniel Ness is Associate Professor of Curriculum and Instruction at St. John’s University. His research focuses on human and spatial development and the influence of cognitive development on STEM curriculum from birth to adolescence. He also serves as editor for “Delving Deeper,” a feature in Mathematics Teacher, and is author or coauthor of numerous articles on geometric thinking. He is also coauthor of Knowledge under Construction: The Importance of Play in Developing Children’s Spatial and Geometric Thinking, and his forthcoming book, Spatial Intelligence: Why It Matters from Birth through the Lifespan, is scheduled for release in summer 2016. Stephen J. Farenga is Associate Professor of Secondary Education and Youth Services at Queens College. His areas of research include science knowledge acquisition, cognition in science, and the affects of national standards on classroom instruction. He is the coauthor of The Importance of Average: Playing the Game of School to Increase Success and Achievement; Knowledge under Construction: The Importance of Play in Developing Children’s Spatial and Geometric Thinking; and Trivializing Teacher Education: The Accreditation Squeeze. Farenga and Ness coedited the Encyclopedia of Education and Human Development.
Julie Nicholson is Associate Professor of Practice in the School of Education at Mills College. She has written and lectured on social justice in relation to leadership, play across the lifespan, and the use of social-networking tools in higher education coursework. Her research has appeared in the International Handbook on Educational Leadership and Social (In)Justice; Teacher Education Quarterly; and Early Childhood Development and Care. She is coleader of the Center for Play Research. Anne Bauer is a research assistant and a doctoral candidate in the Educational Leadership Program at Mills College. She studies how social justice and play intersect in early care and education contexts. Ristyn Woolley is also a research assistant and doctoral candidate in the Educational Leadership Program at Mills College. Her research interests include early-childhood policy and advocacy, continuing education, and data analysis. Woolley, Bauer, and Nicholson coauthored a chapter in Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice.
Ellen Beate Hansen Sandseter is Associate Professor of Physical Education at Queen Maud University College of Early Childhood Education in Trondheim, Norway. Her research investigates children’s risky play, well-being, and outdoor education in earlychildhood education and care institutions. Her fifty-some coauthored articles and book chapters have appeared in Early Child Development and Care; International Journal of Environmental Research and Public Health; Contemporary Issues in Early Childhood; and the Journal of Adventure Education and Outdoor Learning, among others. Ole Johan Sando is Assistant Professor of Physical Education and Health at Queen Maud University College of Early Childhood Education. His research on urban administrations and injuries and accidents in kindergarten has appeared in several Norwegian book chapters and journal articles. Sando and Sandseter coauthored Municipalities Procedures and Practices to Follow up Accidents/Incidents Involving Injuries to Children in Kindergartens and Wild and Dangerous: The Children and Youth Movement Games.