Vol. 15 No. 1 (2018)
Trish Morita-Mullaney, Editor
Trish Morita-Mullaney, Ph.D., is an Assistant Professor in English Language Learning (ELL) at Purdue University in West Lafayette, IN. Trish is a licensed K-12 teacher, coach and administrator from Arizona and Indiana where she taught and led ELL adult education, middle and elementary school. Her research focuses on the intersections between language learning, gender and race and how this informs the identity acts of educators of bilingual students. Guided by critical and feminist thought, she examines how these overlapping identities inform the logics of educational decision making for bilingual students.
Brandon Sherman, Associate Editor
Brandon Sherman (Ph.D. Curriculum and Instruction, Penn State University), is a research project manager and educational researcher at IUPUI working on the US Department of Education funded professional development project, Partnering for Radical School Improvement. His areas of interest include instructional coaching, instructional technology, post-human theory and education, dialogic interaction, TESOL, and qualitative research methodology.