| Biography: Emily Lin received her Ph.D. in Curriculum, Teaching and Learning from the Ontario Institute for Studies in Education-University of Toronto, Canada. Since joining UNLV, her professional and scholarly agenda has focused on teacher education reform with a concentration on international studies and comparative teaching and learning in mathematics and science education. She has been an evaluator for National Science Foundation grants and conducted analyses of cross-national international data. Her focus on teacher education reform extends beyond the United States to Canada, Australia, Asia and Europe and her work has been recognized by distinguished research organizations across the nation. Some of her articles appear in Educational Researcher, Educational Research Review, Evaluation and Research in Education, The Canadian Journal of Environmental Education, The Science Teacher, Research in the Teaching of English, The New Educator, Asian Journal of English Language Teaching, International Journal of Teacher Leadership, and International Electronic Journal of Mathematics Education. She serves currently as a co-editor for the Journal of Teacher Education and regional editor for Green Teacher. |
