Madiha Noor

A passionate early childhood educator from Pakistan, I was privileged to have spent my formative childhood years in Cairo, Egypt and Paris, France. The quality schooling I received, proved to be the solid base that helped me overcome a multitude of challenges on the way.

 

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Mariam Sheikh

I grew up in Dammam, Saudi Arabia and later in Lahore, Pakistan. I received my BSc Hons. in Economics and Political Science from Lahore University of Management Sciences (LUMS), Pakistan and my MA in Education and International Development from University College London (UCL), United Kingdom. I started my career as a Teaching Assistant and Research Assistant at LUMS. Upon graduation, I felt committed to teaching and joined a secondary school as a teacher for GCSE Mathematics and Economics.

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Myles Bittner

Much of my educational outlook is shaped by my time as an early childhood educator, both in New York City and my hometown in Wyoming. I’ve learned so much from sitting down with children and just listening to them. While teaching in NYC I also received my M.A. in Anthropology and Education from Teachers College, Columbia University. Anthropology (more specifically ethnography) has always been at the root of my approach to educational research.

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Benjamin Scherrer

I am a doctoral student in the International Education program. My research focuses on how people learn during times of migration and in nomadic contexts. I am interested in the relationships between education and displacement. My current work is on the transnational learning environments of East and Central African refugees resettled in Western Massachusetts.

 

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Onasheho Toweh

My research interest is in cultural humility and teacher-student relationships. I often think of culture as a currency that a child brings with them into the classroom and if it is valued by the classroom teacher it can enhance their relationship and yield better outcomes not only academically but also in life. I am interested in serving as a resource person for children, teachers and other childcare providers to assist them in understanding and developing ‘culturally humble’ approaches.

 

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Chenyang Xu

Ni Hao (Hello)! My name is Chenyang Xu from Shanghai, China. I am a first-year Ph.D. student of Mathematics, Science & Learning Technologies program. My research interests focus on utilizing social media and data science to support higher education and student services, especially international student services.

 

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Ezekiel Abdullahi Babagario (Ph.D. 2019)

My studies at CIE helped shape my perspective of how the world of education works. I left a career in the Nigeria Air Force because of the incessant interreligious conflicts between Christians and Muslims in northern Nigeria and came to CIE in order to learn how education could be used to contribute to peaceful coexistence among the adherents.

 

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Kimberly Parekh (Ed.S. 2019)

Hi CIE family!

 

I came to CIE to better understand the recognition and legitimacy of nonformal and complementary education for children, having previously worked in implementing such programs for various national and international NGOs in South Asia. Fortunately, I was able to do just that, as well as forge meaningful and lasting relationships with faculty and classmates! I began as an Ed.D. student and candidate from 2006-2009 and graduated with an Ed.S. in 2019.

 

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Nina Papadopoulos (Ed.D. 2019)

In 2011 Nina joined USAID in Washington, D.C. as the Senior Advisor in Education in Crisis and Conflict. In that role she provided technical support and oversight to ensure the effective operationalization of the Education Strategy related to EiCC.  Starting in 2015 she became the Team Lead of EiCC, directing technical assistance to 23 USAID missions in program design support, implementation of research, monitoring and evaluation, and capacity development for education staff in policy development, program design, and implementation.

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Lasha Kokilashvili (Ed. Sp. 2019)

Gamarjoba! I am a new Doctoral student in CIE.  I come from Republic of Georgia, where, I have served as the Math Improvement Director at Georgia Primary Education Project (GPriED), a USAID-funded project designed to provide comprehensive assistance to the primary education system of Georgia to improve reading and math competencies of Georgian and ethnic minority students. I have worked in educational administration since 2004, first as part of math team at National Curriculum and Assessment Center (NCAC), Ministry of Education and Sciences of Georgia (MoESG).

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