Buad Khales Professor in Curriculum & Early childhood, Educational Sciences, Director of Child Institute. AlQuds University. Email: bkhales@staff.alquds.edu
Buad an educational counselor, she work as consultant in developing strategic plan with Ministry of education- Palestine, consultant in professional standards for early childhood teacher education, with ministry of education – Palestine and consultant in Alrrowad company Saudi Arabia in early childhood program (training and training kit).
Buad Publisher 40 papers focused on child- centered teaching, Reflective teaching, Portfolio, inquiry, and new teaching methods in early childhood education , she Published Chapter in Book . also, she leads the team to Study on the Quality and Access of Early Childhood Education – with a focus on Preschools institutions – in the Occupied Palestinian Territories, Submitted to Save the children, Buad Supervised master thesis in early childhood. She offered educational counseling for different organizations (Aleman childhood center, Alrowad company, Ministry of Education, Bawaker society)

DR. JEAN-YVES PLAISIR
Email · jean.plaisir@bestcarecollege.edu
For the past 10 years, I have been involved in national, international, and intercultural research projects focusing on men's involvement in the early childhood education workforce. My research focuses narrowly on gender balance and diversity in the workforce and higher education systems. I endeavor to use empirical research evidence to gauge policy and inform practice about social justice, equity, and inclusion in the workforce and education systems.
EXPERIENCE
03/22-PRESENT
CONSULTANT / DIRECTOR OF CORPORATE COMPLIANCE
Assist the College Director, Program Directors, faculty, and department representatives to review and address college concerns; review policies of BCC for compliance with regulatory and accrediting bodies; respond to inquiries from regulatory and accrediting bodies; assist with the preparation of reports for accrediting bodies and legal entities; address concerns regarding Best Care College's policies; assist with orientation and ongoing education of faculty to regulatory requirements and BCC's policies; assist the Program Directors with the evaluation of curricula and attend curriculum committee meetings as scheduled; conduct ongoing reviews to help maintain consistency of BCC's documents, handbooks, and Website; assess and conduct record audits for completeness; appraise survey and other data collection relative to the Systematic Plan of Evaluation; review regulatory and accrediting body Websites to identify changes in regulations and accreditation guidelines.
09/20 – PRESENT
LANGUAGE & COMMUNICATION COACH, BEST CARE COLLEGE
Teaching, mentoring, and supporting nursing students to develop and hone skills in public speaking, writing, and intercultural communication; have been successful in motivating students to work hard and take risks.
09/98 – PRESENT
PROFESSOR, CITY UNIVERSITY OF NEW YORK
Developing, teaching, and improving teacher education curricula; has maintained a successful track record in teaching, research, and service in the teaching profession.
EDUCATION

DOCTOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA UNIVERSITY
Major: Applied Linguistics

MASTER OF ARTS, TEACHERS COLLEGE, COLUMBIA UNIVERSITY
Major: Teaching English to Speakers of Other Languages (TESOL)

MASTER OF EDUCATION, TEACHERS COLLEGE, COLUMBIA UNIVERSITY
Major: International Educational Development

BACHELOR OF ARTS, HUNTER COLLEGE, CITY UNIVERSITY OF NEW YORK
Major: Classical Studies

SKILLS
• Proven experience in the use of mixed research methods (qualitative and quantitative);
• Experienced in institutional strategic planning; • Strong classroom-based research skills;
• Well-versed in language education and intercultural communication.

ACTIVITIES
Integrated technology in classroom instruction; developed eLearning courses and online support for students; designed and applied outcome-based assessment measures in teaching and learning; experienced with various technology platforms, including DegreeWorks, BlackBoard, Pageout, Zoom, and Webex; implemented teaching and learning methodologies to improve student learning outcomes; knowledgeable about evaluation systems and academic planning strategies.

SELECTED PUBLICATIONS

Rohrmann, T.; Brody, D.; Plaisir, J. Y. (2020). A diversity of cultural and institutional contexts. In David L. Brody, Kari Emilsen, Tim Rohrmann, Jo Warin (eds), Exploring Career Trajectories in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay (pp. 28-40). London and New York: Routledge.

Plaisir, J. Y.; Thordardottir, T.; Xu, Y. (2020). Societal factors impacting men's turnover in ECEC. In David L. Brody, Kari Emilsen, Tim Rohrmann, Jo Warin (eds), Exploring Career Trajectories in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay (pp. 98-110). London and New York: Routledge.

Emilsen, K.; Plaisir, J. Y. ; Sak, R. ; Eidevald, C. (2020). Why Men Stay. In David L. Brody, Kari Emilsen, Tim Rohrmann, Jo Warin (eds), Exploring Career Trajectories in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay (pp. 153-164). London and New York: Routledge.

Reich-Shapiro, M.; Cole, K.; Plaisir, J. Y. (2020). "I Am the Teacher": How Male Educators Conceptualize their Impact on the Early Childhood Classroom. Journal of Early Childhood Teacher Education, DOI: 10.1080/10901027.2020.1754310
Plaisir, J. Y., Cole, K., & Reich-Shapiro, M. (2019). Examining Intrinsic and Extrinsic Factors Impacting Men's Decisions to Teach Young Children. Published Research Report: Borough of Manhattan Community College. DOI: https://www.bmcc.cuny.edu/wpcontent/uploads/2019/10/BMCCPlaisiretalExecutiveSummary2019.pdf

Cole, K., Plaisir, J.Y., Reich-Shapiro, M., Freitas, A. (2019). Building a Gender-balanced Workforce: Supporting Male Teachers. Young Children, Vol 74, No. 4. DOI: https://www.naeyc.org/resources/pubs/yc/sept2019/building-gender-balanced- workforce-supporting-male-teachers

Cole, K., Reich-Shapiro, M., Siganporia, T., Tan de Bibiana, J. & Plaisir, J. (2019). 'Why not become a police officer?' Challenges in the recruitment and retention of men in early childhood education. In Rinke, C. & Mawhinney, L., Opportunities and Challenges in Teacher Recruitment and Retention (Vol. 2, Contemporary Perspectives on the Lives of Teachers). Charlotte, NC: Information Age Publishers.

Op-Ed

Kirsten Cole, Jean-Yves Plaisir, Mindi Reich-Shapiro. How can we get more men in early childhood education? New York Daily News, January 30, 2020 https://www.nydaily.

news.com/opinion/ny-oped-men-early-childhood-education-20200130-rhva6yna5fh3ncj6gwy7lx4szu-story.html Jackie Mader. What is it like to be a male teacher in early ed? The Hechinger Report, November 28, 2019.MEMBERSHIP
TO PROFESSIONAL ORGANIZATIONS
2020-Present Member, Society for Research in Child Development
2020-Present Member, Black Caucus, Society for Research in Child Development
2019-Present Member, New York City Early Childhood Education Research Network
2018-Present Member, American Educators Research Association
2010-Present Member, Haitian Studies Association
REFERENCES
References will be furnished upon request.

Dr Laetitia Coles is a Research Fellow within the Science of Learning Lab at the Queensland Brain Institute, led by Laureate Prof Karen Thorpe. As a mixed-methods applied sociologist, she leads the Workforces component of the Thriving Queensland Kids Brain Builders Initiative (https://qbi.uq.edu.au/brain-builders) in support of the generation, translation, and application of knowledge from neurosciences into policy and practice, as well as leading the award-winning project entitled Families in Focus: Amplifying the voices of children with disability and their families (https://child-health-research.centre.uq.edu.au/event/5632/families-focus), in collaboration with Queensland Children's Hospital. She is committed to undertaking research that helps improve understandings of children’s care environments, with a specific focus on supporting those who care for and educate children. Dr Coles’ experience in multi-disciplinary research and in industry engagement underpins her strong track record in knowledge and research translation through both traditional and non-traditional research outputs.

Dr Coles completed her PhD in Sociology in 2020, looking at long work hours and fathers' engagement with children and caregiving – particularly focusing on the factors that facilitate participation in caregiving.

Dr. Sharolyn Pollard-Durodola, EdD is a Professor in the English Language Learning program in the Department of Early Childhood, Multilingual, and Special Education, in the College of Education at the University of Nevada Las Vegas. A recipient of a Fulbright Nehru Academic and Professional Excellence Award (Primary Grade Multilingualism in India thru a Historical Ethnographic Lens), her scholarship attends to the language and literacy development of multilingual students and the intersection of educator beliefs with language education policies. Central to her scholarship is developing school-based interventions, evaluating their impact on the language and conceptual knowledge development of PK-3 multilingual learners and investigating how to improve the quality of academic language practices that are embedded in content area instruction (e.g., science, social studies, mathematics, English language arts). She has been the co-principal investigator on two IES grants titled Words of Oral Reading and Language Development (WORLD), focusing on preschool language/literacy development and was the co-principal investigator for Project E3: Enhancing, Engaging, and Empowering Teachers for the Next Generation of English Learners funded by The Office of English Language Acquisition (OELA), National Professional Development Program. She was also the Senior Researcher (Nevada) for the multi-site Project International Consortium for Multilingual Excellence in Education (ICMEE), also a National Professional Development Grant funded by OELA. These OELA grants focused on supporting the instructional practices of general education teachers of multilingual learners with attention to the influence of teacher beliefs and attitudes on their pedagogical practices. 

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