ABOUT THE AUTHORS
FORMATTING INSTRUCTIONS Sara Azevedo holds a degree in English and German. She has worked as a research assistant with the Project “Xplika – the private tutoring market, school effectiveness and students’ performance”. She has recently defended her PhD thesis, concerning the use of private tutoring in secondary and higher education, at the University of Aveiro, Portugal. Email: [email protected]
Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. He has worked at that University since 1986, prior to which he was a teacher in secondary schools in Kenya and Nigeria and at the Universities of Edinburgh, Papua New Guinea and London. Between 2006 and 2010 he took leave from Hong Kong to work in Paris as Director of UNESCO’s International Institute for Educational Planning (IIEP). E-mail: [email protected]
Michael A. Buhagiar is Senior Lecturer in Mathematics Education at the Faculty of Education, University of Malta. His lecturing and research interests focus on assessment, inquiry-based learning, reflective practice and teacher education. Dr Buhagiar’s most recent publications have featured in the European Journal of Teacher Education, and in Reflective Practice. Email: [email protected]
Giovanna Campani is Professor of Intercultural Education, Gender Anthropology, and Intercultural Communication and director of the Master’s degree course on ‘Gender, citizenship and cultural pluralism’. Her research has focused on such topics as social inclusion, comparative education, sociology of migration, and gender issues. She has contributed to and coordinated several EU projects, has authored several volumes, and published widely in peer reviewed journals. Email: [email protected]
Deborah A. Chetcuti is Associate Professor in Science Education at the Faculty of Education, University of Malta. Her research interests include assessment, inquiry based learning in science, use of drama in science and reflective practice. Her most recent publications have appeared in the International Journal of Science Education, and in Reflective Practice. Email: [email protected]
217 ABOUT THE AUTHORS
Jorge Adelino Costa is a Professor in the Department of Education at the University of Aveiro, Portugal. He is the author of several books and articles in national and international journals. His area of teaching and research is educational administration, and his most current research projects deal with the questions of leadership and school management. He collaborates with other universities in Masters Degree and PhD programs. Email: [email protected]
Armand Faganel is Senior lecturer and Chair of Marketing and International Business at the Faculty of Management Koper, University of Primorska. His research areas are qualitative marketing research, higher education services perception, sustainable development and tourism. Email: [email protected]
Dominique Glasman is emeritus Professor of Sociology at the University of Savoy, in France. Research interests include extra-school help, the relationship between school and parents, the dropping-out process, and boarding schools. Email: [email protected]
Andreia Gouveia holds a Degree in Early Childhood Education and a Masters Degree in Educational Sciences. She has worked as a research assistant with the Project “Xplika International – comparative analysis of the private tutoring market in five capital cities”. She is currently working on her PhD thesis, which focuses on the complex construction of school results in Portugal. Email: [email protected]
Sarah Hartmann is a social anthropologist, Ph.D. candidate at the Berlin Graduate School Muslim Cultures and Societies, and head of the EU-Middle East Forum at the German Council on Foreign Relations. She has taught at the Freie Universität Berlin, and was a fellow at the Institute for the Study of Islam in the Modern World (ISIM) in Leiden and at the Centre d’Études et de Documentation Économiques, Juridiques et Sociales (CEDEJ) in Cairo. Email: [email protected]
Boris Jokić is a Scientific Associate in Centre for Educational Research and Development at the Institute for Social Research in Zagreb. He carried out his doctoral studies at the University of Cambridge, and he has co-authored a volume on private tutoring in Croatia, and coordinated a research project which led to the publication of a comparative study on the private tuition phenomenon in Azerbaijan, Bosnia and Herzegovina, Croatia, Estonia, and Georgia. E-mail: [email protected]
Michael Kassotakis is Professor of Education at the Department of Philosophy, Education and Psychology of the University of Athens, in which he has served as Deputy Chairman. He has been President of the National Pedagogical Institute of Greece and of the Greek Centre for Educational Research, and Representative of
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