WCIE aims to bring together a wide audience of academicians, policy makers and practitioners around clearly circumscribed topics, engage participants in fruitful debate, and facilitate mutual understanding.
November 30 and December 1, 2019 Treviso - Italy
Deadline: October 6, 2019
Università degli Studi Roma TRE, Italy
Giuditta Alessandrini is Titular Professor of Social Pedagogy and Pedagogy of work at the Department of Education at Roma Tre University, President of Degree Course in Educational Science and Doctoral “Educational and social theory and research”.
She is the person in charge for the management of relations with the Consortium Almalaurea, she is coordinator of the GLOA group for orientation in the way out and she was member of the Committee for the Evaluation of Research (CIVR). She is director of MOS Master, GESCOM Master and of the Centre for Research CEFORC "Continuing training & Communication." She is member of the College of the Doctoral School for Pedagogy and Social Work at the Faculty of Sciences of Education.
She has carried out research and studies in the field of adult training in organizations. Within this area, she has developed models for the taxonomic representation of educational and evaluation processes and has helped to introduce in our country the study of models of organizational learning both in schools and outside (headmasters, teachers, education and training professionals) , she has also studied the processes of social learning and training communication in the health service.
She has also focused her research on the analysis of training needs, paying particular attention to representation models and skill detection methodologies in the processes of social learning and training communication, and especially in advanced technology (and learning) fields. Her most recent research was focused on the approach to the communities of practice at an organisational level.
University of Sheffield International Faculty, Thessaloniki, Greece
I completed my PhD in Cognitive/Experimental Psychology, working on the validation of a tool for recording peoples' perception of emotion from voices and faces, at Queen's University of Belfast in Northern Ireland. As a postgraduate student I participated in a European TMR (training and mobility of researchers) project. I was also trained in person-centred counselling and have completed a BPS accredited training in Clinical Supervision. I have worked as the Academic Director of Postgraduate Courses in Counselling and Director of Clinical Placements for several years within the International Faculty of Sheffield University. My research activities focus on emotion, counselling and personal development in higher education. I also supervise postgraduate research focusing on the experience of counselling for trainees and clients and I am involved in projects focusing on the fear of stigma in seeking psychological help and the relationship between emotional intelligence and social interactions and the use of reflective practice in university students.
I teach Personal & Professional Development and Counselling Skills at postgraduate level and Emotion from an Interdisciplinary Perspective at undergraduate level.
My primary interest is the expression and perception of emotion in real life situations. I am also interested in the reflective practice as it is used in higher education; emotional intelligence at work and interpersonal relationships; and the role of stigma in seeking psychological help.
University of Helinki, Finland
University of Southampton, UK
Kiki Messiou is Professor within Southampton Education School at the University of Southampton.
Kiki joined the University of Southampton in October 2012. Her research interests are in the area of inclusive education and, in particular, in exploring children’s and young people’s voices to understand notions of marginalisation and develop inclusive practices in schools. She is particularly interested in research with children and young people and methodological issues related to this issue. These themes are the focus of her publications. This is summed up in the following statement in her book, ‘Confronting marginalisation in education: A framework for promoting inclusion’.
Listening to children in relation to inclusion in schools is a manifestation of being inclusive.
Kiki is a regular contributor to international conferences, such as AERA, BERA and ECER. She is currently leading a three- year (2017-2020) European Union funded study "Reaching the ‘hard to reach’: Inclusive responses to diversity through child-teacher dialogue". The study involves five countries (Austria, Denmark, England, Spain, Portugal), with partners from universities and primary schools in each country. It focuses on developing effective strategies for including all children in lessons, particularly those who might be seen as 'hard to reach'. This builds on her earlier collaborative teacher development and research project funded by the European Union Executive Agency (2011-2014) entitled "Responding to diversity by engaging with students' voices: a strategy for teacher development" and involved researchers and practitioners from three countries: Portugal, Spain and the UK. Furthermore, Kiki collaborated with colleagues from Italy (co-ordinators), Spain, Cyprus and Poland, for the INTO (‘Intercultural Mentoring tools to support migrant integration at school’) project funded by the European Union. This project involved schools from Hampshire and Southampton and focused on the role of secondary school students in becoming mentors to support migrant students during a difficult time of their school life.
Kiki started her career as a primary school teacher in Cyprus and completed her postgraduate studies at the University of Manchester. She has extensive experience of working in schools as a teacher and as a researcher. After completing her PhD, she returned back to Cyprus where she worked as a mainstream class teacher and as a part time lecturer at the University of Nicosia, teaching Special/Inclusive Education. In 2007 she joined the University of Hull where she was programme director for the Masters in Inclusive Education and the BA in Education, Social Inclusion and Special Needs programme. She also established and led the Inclusion Research Group in the Hull Faculty of Education. In Southampton, she led the BSc Education/BSc Education and Psychology programmes.
To be announced