ࡱ> ilfghw =bjbj== bzWjzWjSSS37 LS!V#L%$%$%$' 2!5n6'|'66%$%$ԪI>>>6%$%$>6>>ɍ%$?;0"<"qq" 66I>66666=6666666"666666666 : Dr Lindsay Michelle Schofield BSc (Hons), PGCE, MA & EdD Assistant Professor Early Childhood Education Program Coordinator Director of College of Education Early Childhood Care and Education Centers Department of Teaching & Learning Sciences, College of Education ĢTV 10501 ĢTV Blvd, Fort Myers, FL 33965 P: 239.590.7774 | E: HYPERLINK "mailto:lschofield@fgcu.edu"lschofield@fgcu.edu ORCID: 0000-0001-6753-4988 HYPERLINK "https://fgcu.academia.edu/LindsaySchofield"Academia HYPERLINK "https://scholar.google.com/citations?view_op=list_works&hl=en&user=c6GKiZ4AAAAJ&gmla=AC6lMd_P6LEwaK5KnfcFh8f0eRkdsu76XNdTjgI26mMdCui47dbq4fwEhkQYoQYMbf-56zPicGScLxTbUaR5X21xTQT3asUjIm5_9H6vLg"Google Scholar HYPERLINK "https://wordpress.com/reader/users/lindsaymichelleschofield"https://wordpress.com/reader/users/lindsaymichelleschofield Education 2021 Doctor of Education (Ed.D.) (Education and Social Research Institute) Manchester Metropolitan University, Manchester, United Kingdom Dissertation: Ecologies of Touch HYPERLINK "https://espace.mmu.ac.uk/628875/1/FinalEcologiesofTouchLSchofieldEdDNov2021de46dc93c721460abcd81062e781e7ef.pdf"https://espace.mmu.ac.uk/628875/1/FinalEcologiesofTouchLSchofieldEdDNov2021de46dc93c721460abcd81062e781e7ef.pdf 2014 Master of Arts Professional Development (Action Research in Teaching and Learning) University of Huddersfield, Huddersfield, United Kingdom Thesis: Teaching Care and Compassion 2010 Professional Graduate Certificate in Education: Education and Training in the Post-Compulsory Sector University of Huddersfield, Huddersfield, United Kingdom 2008 Bachelor of Science with Honours (Midwifery) The University of Salford, Salford, United Kingdom 2005 Access to Health and Nursing Diploma The Oldham College, Oldham, United Kingdom 2003 City and Guilds National Vocational Qualification: Level 3 Early Years and Education The Oldham College, Oldham, United Kingdom 1996 City and Guilds National Vocational Qualification: Level 2 Administration Cassons Commercial College, Oldham, United Kingdom Licensure details Society of Education and Training (SET): FSET AC052154 Teaching Reference Number: 3387115 Qualified Teaching and Learning Status (QTLS): August 2019-present Nursing and Midwifery Council (NMC) License Number: 08E0960E Awards 2025 Lucas Center Teaching Enhancement Award 2025 ĢTV College of Education Scholarly Publication Award 2025 Internship Initiative Spring and Summer 2025 2024 Professional Development Fund Grant Fall 2024 ĢTV Professional Development Fund Grant to attend and Present at RECE International Conference in Chicago. Due to receiving the Grant Award Notice in November 2024 I could not attend the conference and present as it took place in October 2024. 2023 Redding-Jones Outstanding Dissertation Award Reconceptualising Early Childhood Education Organization 2022 College Teaching of Excellence Award United Arab Emirates University (UAEU) 2020 Certificate of Appreciation for the contributions to the Professional Development of Student Teachers. United Arab Emirates University (UAEU) Teaching Tertiary Education 08/2024 - present Assistant Professor of Early Childhood Education & Early Childhood Education (B.A.) Program Coordinator for the Department of Teacher Education and Learning Sciences, College of Education, ĢTV, Florida, United States of America. Program Coordinator for the Early Childhood Education (B.A.) Program Administrative responsibilities: Program Coordination and Management Coordinate and Organize Meetings: schedule and coordinate regular program meetings with faculty; and organize meetings between faculty, administrators, and stakeholders. Manage Program Documents: maintain up-to-date curriculum maps; and update and manage important documents such as handbooks and training manuals. Collaborate on Marketing and Recruitment: participate in recruitment events Eagles Expo & Community Outreach; and assist with the development of marketing materials and strategies. Program Evaluation and Improvement Monitor and Review Program Effectiveness: oversee the implementation of program policies and practices; coordinate reviews and development of the program curriculum; implement continuous improvement initiatives; and conduct annual program evaluations and document findings. Coordinate Accreditation and Compliance: ensure program compliance with accreditation standards; prepare and conduct accreditation reports; oversee data collection and analysis for accreditation purposes. Facilitate Faculty and Program Development: coordinate faculty participation in program reviews and curriculum development; and ensure alignment with state standards and accreditation requirements. Student Support Mentoring Students: oversee mentoring program for students; and monitor enrolment, retention, and timely graduation. Recruit and Support Faculty: mentor adjunct faculty; and provide recommendations for faculty assignments. Community and External Relations Develop Partnerships and Outreach; develop new internship opportunities with industry partners; engage in community outreach and establish partnerships; support alumni relations and events; represent the program at university and community events; and participate in professional development and community outreach activities. Assistant Professor Responsibilities: Undergraduate courses authored, facilitated, mentored and supervised Teach undergraduate and Masters courses on campus and online Design face-to-face, hybrid and online resources, exams and assessments Coordinate Early Childhood Education Programme (ECEP) Liaise with national organisations towards the development of curriculum and instruction requirements Lead and participate in service Develop curriculum Collect and analyse student data in relation to key performance indicators Consult with faculty and alumnae Secure and sustain professional relationships in the early childhood and primary school sector to ensure authenticity and applicability through on-site visits and collaborative projects Present at conferences and workshops to contribute towards research knowledge exchange for faculty enhancing professional academic growth Publish in peer reviewed journals and books Teaching Courses Undergraduate: EDF4112 Child Growth & Development; EDG4371 Creative & Affective Development; EEC4307 Cognitive Experiences for Young Children; EEC3268 Play Development & Assessment; Honors Students 08/2019 08/2024 Assistant Professor & Early Childhood Education (B.Ed.) Program Director for the Department of Curriculum and Instruction (08/2022 08/2024) Instructor for the Department of Curriculum and Instruction. Despite being a Senior Lecturer in the UK, at the time of applying, I did not possess a Doctorate. As a research-intensive university, the UAEU could only offer me an instructor's post (09/2019 08/2022). United Arab Emirates University (UAEU) (2023 QS World University Rankings #290; and TES 300-350th world rankings) Assistant Professor Responsibilities: Undergraduate and Masters courses authored, facilitated, mentored and supervised Reviewing of Masters proposals Supervision of Research Students Internal examination of Masters and PHDs Teach undergraduate and Masters courses on campus and online Design face-to-face, hybrid and online resources, exams and assessments Coordinate B.Ed. Early Childhood Education Programme (ECEP) Lead accreditation for the ECEP (CAA & CAEP Standard 2) Liaise with national organisations towards the development of curriculum and instruction requirements Lead and participate in service Develop curriculum for undergraduate and graduate courses Develop undergraduate and postgraduate courses to meet CAA regulatory body requirements Develop Doctoral Programs Collect and analyse student data in relation to key performance indicators Consult with faculty and alumnae Develop programmes of study in line with Ministry of Education requirements for different Emirates Procure textbooks Shortlist and interview new faculty; mentor new faculty; supervise and appraise student progress Secure and sustain professional relationships in the early childhood and primary school sector to ensure authenticity and applicability through on-site visits and collaborative projects Present at conferences and workshops to contribute towards research knowledge exchange for faculty enhancing professional academic growth Supervise and appraise students in practice and research Internship Action Research Project Supervision and advisement Internship Teaching Practice supervision early childhood and elementary concentration Utilize Charlotte Danielson's Framework for Teaching to evaluate practicum and ensure professional standards and competencies for Early Childhood Educators are adhered Advise and supervise Research projects Instructor Responsibilities: Undergraduate courses authored, facilitated, mentored and supervised Teach undergraduate courses on campus and online due to COVID restrictions (March 2020 to date) Design online resources, exams and assessments Student programme advisor Collect and analyse student data Consult with faculty and alumnae on ECEP Develop programmes of study in line with Ministry of Education requirements for different emirates Procure textbooks Work on CAEP accreditation; CAA (regulatory body) requirements Shortlist and interview new faculty; mentor new faculty; supervise and appraise student progress Secure and sustain professional relationships in the early childhood and primary school sector to ensure authenticity and applicability through on-site visits and collaborative projects Supervise and appraise students in practice and research Internship Action Research Project Supervision and advisement Internship Teaching Practice supervision early childhood and elementary concentration Utilize Charlotte Danielson's Framework for Teaching to evaluate practicum and ensure professional standards and competencies for Early Childhood Educators are adhered Advise and supervise Research projects Assistant Professor Teaching Courses Postgraduate & Undergraduate: CURR619 Advanced Educational Research in ECE; CURR624 Birth to Four Caring and Learning Environments; CURR625 Assessment, Evaluation and Planning in ECE; CURR626 Child Guidance: Family; Community; and Care; CURR627 Critical Concepts & Issues in Early Childhood; CURR628 Early Childhood Pedagogy in Practice; CURR629 Integrated Curriculum in the Early Years; and CURR640 Thesis CURR103 Early Childhood Development & Learning; CURR317 Child Health and Care; CURR319 Science Education for Young Children; CURR324 Children's Play; CURR414 Early Childhood Learning Environments; and CURR465 Student Teaching in ECE. Instructor Teaching Courses - Undergraduate: CURR103 Early Childhood Development & Learning; CURR211Planning & Implementation in Early Childhood; CURR314 Family, Community, Culture and Early Childhood Education; CURR317 Child Health and Care; CURR319 Science Education for Young Children; CURR324 Children's Play; CURR414 Early Childhood Learning Environments; CURR416 Assessment in Early Childhood Education; CURR425 Capstone Experience in ECE; and CURR465 Student Teaching in ECE. 08/2015 08/2019 Senior Lecturer and Head of Year (BA Hons Early Years and Childhood Studies) (Aug 2017 Aug 2019) Lecturer, Inclusion and Widening Participation Coordinator & Admissions Tutor (Jan 2015 Aug 2017) Education and Social Research Institute. School of Childhood, Youth, and Education Studies, Faculty of Education. Manchester Metropolitan University (UK) (2023 QS World University Rankings 551-600; and TES 501-600th world rankings) Senior Lecturer Responsibilities: Teach across BA (Hons) Education Studies, BA (Hons) Education Studies (Early Years Specialism), BA (Hons) Inclusive Education and Disability Studies and BA (Hons) Early Years and Childhood Studies at a range of levels within the faculty, promoting skills in critical and rational thinking Supervise student placements and completion of level 3 Early Years Qualification UK National Early Childhood Professional Standards Develop appropriate assessments, supervise, mark and examine projects, student dissertations and practical work, providing support and guidance on academic and pastoral issues and act as a Personal Tutor to students Review and support the development of high-quality programme content in response to student feedback and new developments in the relevant field Contribute to the development of new programme proposals and the design of teaching programmes more widely in the faculty Lead on a range of programmes/units/projects Lead on the review and development of high-quality programme content Develop new programme proposals and take a leading role in the design of teaching programmes Lead the review and development of teaching and learning methods and disseminate new approaches through mentoring and acting as a role model to colleagues Lecturer Responsibilities: Design and facilitation of unit/modules Designing online resources Teaching undergraduate programmes to develop effective independent learners Responsibility for module outcomes and contribute to the effective management of programmes to achieve a positive student experience Undertake research, knowledge exchange, and other scholarly activities to contribute to the development of new areas in the relevant field of education. The current project includes compassionate pedagogy Use a variety of creative learning and teaching methods/materials to challenge ideas and encourage students to develop skills in critical discourse and rational thinking Designated academic/personal tutor Engage with quality assurance and enhancement procedures including evaluation of programme and units Achieve goals through working flexibly with colleagues in the faculty Supervise and support students on placement acting as a link tutor Supervision of dissertation students Developing appropriate and innovative assessments Leading the department on widening participation agenda and supporting the wider University with non-traditional level 3 programmes in the transition to undergraduate programmes Teaching Courses Undergraduate & Foundation: Level 4 (Year one Undergraduate): Constructing Child Development, Children's Learning and Development, Critical Academic Professional Practice, Tutor Led Project, and Childhood, Youth and Society; Level 5 (Year two): Deconstructing Child Development, Birth to Three Matters, Tutored Led Project, and Early Years Educator; and Level 6 (Year three & final year): Independent Project (Dissertation), Health well-being and Care, and Queering Child Development. Level 3 (Foundation Level): Foundations of Academic Practice, The Learning Process, Learning through the Life Cycle, and Education, Community and Diversity; Human Resources, HR Service Centre, Ground Floor, 6 Great Marlborough Street Manchester, M1 5AL, UK, +44 (0)161 247 6624, hr@mmu.ac.uk 07/2013 01/2015 Skills for Health (UK) (Further Education) Clinical Educator Skills for Health North West and Salford City College. Contracted to: Salford City College, Salford Royal NHS Foundation Trust, and Bolton NHS Foundation Trust. Responsibilities: Supervising clinical placements, and assessments, by providing effective support and feedback Overseeing the day-to-day management of the programme Co-ordinating the staff resources for the programme and ensuring that staff are adequately briefed and involved Ensuring that appropriate and timely definitions of modules used by the programme are provided to the  HYPERLINK "https://sites.google.com/a/myapps.dmu.ac.uk/registry/home/Timetable-Office" timetable office  Acting and reporting on  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/peps/peps-homepage.aspx" \o "Programme Enhancement Plans (PEPs)" identified quality improvement needs at programme level as appropriate, including  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-modifying.aspx" \o "Modifying programmes" curriculum modification In liaison with the faculty and central university marketing teams, market the programme to optimise applications In liaison with the college planning and organising arrangements for the recruitment,  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/students/students.aspx" admission and induction of students In liaison with the faculty Head of Studies ensuring that all students within the programme are provided with  HYPERLINK "http://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspx" appropriate support Devising creative learning & teaching content and materials to meet the requirements of existing frameworks Developing appropriate and innovative assessments Challenging ideas, fostering debate and encouraging students to develop skills in critical discourse and rational thinking Providing support and guidance through the UCAS process for 40-plus students, providing sessions that include mock interviews, arranging guest speakers, arranging open days, personal statement support and providing timely references Managing and organising extra-curricular activities and encouraging students to complete team-building activities including the Duke of Edinburgh Teaching courses: Level 3 BTEC Extended Diploma 180 credits: Developing Effective Communication in Health and Social Care; Equality, Diversity and Rights in Health and Social Care; Health, Safety and Security in Health and Social Care; Development Through the Life Stages; Anatomy and Physiology for Health and Social Care; Personal and Professional Development in Health and Social Care; Sociological Perspectives for Health and Social Care; Psychological Perspectives for Health and Social care; Safeguarding Adults and Promoting Independence; and Physiological Disorders. 08/2009 07/2013 The Oldham College (UK) (Further Education College) Programme Director for Health Professions Access to University Programmes, for the School of Education. Responsibilities: Promotion of curriculum development and enhancement within the programme; ensuring effective liaison with module leaders in matters associated with the  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-homepage.aspx" \o "Programme approval and management" planning, management and review of the programme Promotion of appropriate approaches towards innovation in  HYPERLINK "http://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspx" teaching, learning and methods of assessment within the programme Ensuring the coherence of the programme as experienced by a student in leading to its named award Ensuring that the programme is  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/monitoring-homepage.aspx" \o "Monitoring" monitored and evaluated in accordance with agreed quality assurance procedures Drafting the  HYPERLINK "http://www.dmu.ac.uk/documents/about-dmu-documents/quality-management-and-policy/academic-quality/programme-development-validation/academic-planning/course-template-oct08.doc" \o "Course template" template for validation and approval and ensuring that it is periodically reviewed and updated Liaising with the subject leader on programme-related aspects of internal and external quality assessment processes Overseeing the day-to-day management of the programme Co-ordinating the staff resources for the programme and ensuring that staff are adequately briefed and involved In conjunction with the Head of Timetabling, and as required, ensuring that appropriate and timely definitions of modules used by the programme are provided to the  HYPERLINK "https://sites.google.com/a/myapps.dmu.ac.uk/registry/home/Timetable-Office" Timetable Office  Acting and reporting on  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/peps/peps-homepage.aspx" \o "Programme Enhancement Plans (PEPs)" identified quality improvement needs at programme level as appropriate, including  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-modifying.aspx" \o "Modifying programmes" curriculum modification In liaison with the faculty and central university marketing teams, market the programme to optimise applications In liaison with the  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/support-contacts-resources/hos-homepage.aspx" \o "Faculty Heads of Studies" faculty Head of Studies, planning and organising arrangements for the recruitment,  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/students/students.aspx" admission and induction of students In liaison with the faculty Head of Studies ensuring that all students within the programme are provided with  HYPERLINK "http://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspx" appropriate support Ensuring that all students on the programme have access to a  HYPERLINK "http://www.dmu.ac.uk/study/undergraduate-study/student-support/academic-support/personal-tutor-scheme.aspx" personal tutor Notifying the faculty Head of Studies of any prolonged absence which is likely to have a serious impact on a students achievement In liaison with the subject leader ensuring effective communication to facilitate the management, development and enhancement of  HYPERLINK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/collaborative-provision/collaborative-provision-homepage.aspx" \o "Collaborative provision" collaborative provision In liaison with the subject leader assisting students in organising elections for representatives to the programme board Teaching courses: Programmes: BTEC Level 3 Certificate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit Diploma, and BTEC Level 3 Extended Diploma in health and social care; and CACHE Level 3 diploma Early Years and Access to H.E. Health Professions QAA. Access to H.E. Health Professions QAA Health Promotion, Sociological Issues, Public Health, Communication, Communicable Disease. Entry Level and Level 1 Exploring the caring sectors, Health and social care, and preparing to work in adult social care. Health and Social Care (2012) NQF - Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care - Effective Communication in Health and Social Care, Social Influences on Health and Wellbeing, Promoting Health and Wellbeing, The Impact of Nutrition on Health and Wellbeing, Human Body Systems and Care of Disorders, Services in Health and Social Care, Creative and Therapeutic Activities in Health and Social Care and The Early Years Sector. 09/2009 09/2017 Pennine Acute Trust Nursing Bank Band 6 Midwife part-time basis to cover staff shortages and sickness. During this period, I worked in; community settings and with diverse families low socioeconomic groups, prisoners, affluent families, drug users, sex workers, child protection issues, asylum seekers etc; central delivery unit; pregnancy loss unit; antenatal care ward, antenatal care day unit; post-natal care ward; smoking cessation clinics; diabetes clinic; and birthing unit. 09/2008 09/2009 Pennine Acute Trust Band 6 Midwife Contracted to Rochdale Infirmary in the UK. 09/2008 09/2009 Nord Anglia Teaching Agency (UK) Agency Tutor Contracted to schools/colleges in the Northwest of England: Salford City College, The Oldham College, and Trafford College. 01/1998 09/2005 DOMALO Ltd. Early Childhood Teacher Preschool co-ordinator and room leader Contracted to Park Nursery in the UK: Provision birth to 5 years Research Tenders & Grants Schofield, L.M., et al. (Application Feb 2025). Global Challenges Teaching Award. US-UK Fulbright commission. (17,500 USD). The Global Challenges Teaching Awards support pairs of teaching facultyone at a US higher education institution (HEI) and one at a UK HEIin co-delivering virtual exchange programs for undergraduates that contribute to the UN Sustainable Development Goals. Schofield, L.M., et al. (Application Jan 2025). Early Childhood Care & Learning Intervention Program: Promoting Social and Emotional Development (ECCLIPPSED). The Stranahan Foundations Early Childhood Education program (500,000 USD). The Stranahan Foundations Early Childhood Education grantmaking program focuses on increasing access to high-quality early care and education for young children (birth to five), especially those from low-income families, by investing in developing and retaining a high-quality, thriving early educator workforce. Schofield, L.M. (Principal Investigator) & Chailland, C. (2024). Compassionate spaces and places. Roots of Compassion and Kindness (ROCK) Centre Kindfulness Grant (1,000 USD). Recent project explores the value of creating compassionate spaces through sustainable art methodologies by examining whether compassion can or should be taught, modelled, and prioritized in Early Childhood Education (6 weeks to grade 3). In addition, it seeks ways to support and sustain such environments in Higher Education. Compassion, and its significance across personal, professional, and academic realms, has gained growing attention in fields such as nursing, medicine, and social care. Similar to a Project in a Higher Education Institution in the United Kingdom (Dobson et al., 2020), this project aims to expand that focus to Early Childhood Education. Influenced by literature on relationships, morals, ethics, and learning (Dewey, 1963; Noddings, 2012; Taggart, 2015; Dobson et al, 2020), the project will be based on an andragogical framework, highlighting two key elements for fostering compassionate spaces: the development of trusting, dialogic relationships and the adaptability of practices to accommodate these spaces. Schofield, L.M. (Principal Investigator) & Takriti, R.A. (2023). External Tender Enhancing the Competence of Early Childhood Care & Education Practitioners (non-licensed professions) for the Emirate of Abu Dhabi in collaboration with Abu Dhabi Early Childhood Authority (242,772 USD) Schofield, L.M. (Principal Investigator), Atkinson, S., Takriti, R.A., Boyd, J. & Nowfal, N. (2022). UAEU Start-up Research 2022: Early childhood partnerships between parent, practitioner and child: A comparison study of UAE and UK transitions into, within and beyond 0-4 Early Childhood Care and Education settings. (52,000 USD) Atkinson, S. (Principal Investigator), Schofield, L.M. (Co-Pi), Takriti, R.A., & Divya Jindal-Snape (2022). UAEU Start-up Research 2022: Multiple and Multi-dimensional Transitions of University Students and their significant others. (68,000 USD) Divya Jindal-Snape. (Principal Investigator) (2023) International Study: Multiple and Multi-dimensional Transitions of University Students. The research team consist of: Dr Lindsay Schofield, United Arab Emirates University Dr Qudsia Kalsoom, University of Dundee Dr Rachel Takriti, United Arab Emirates University Dr Rhiannon Packer, Cardiff Metropolitan University Dr Santoshi Halder, University of Calcutta Dr Susan Atkinson, United Arab Emirates University Dr Tanka Dahal, University of Dundee Professor Sachiyo Ishida, Chiba University Professor Tadashi Asada, Waseda University Dr Kazuhiro Kudo, Dokkyo University Dr Kieran Hodgkin, Cardiff Metropolitan University Dr Amanda Thomas, University of South Wales Dr Azahar, Universitas Sriwijaya Professor Bart Rienties, The Open University Dr Deepak Gopinath, University of West England Dr Duncan Mercieca, University of Dundee Dr Elida Cena, Queens University Belfast Dr Kazuhiro Kudo, Dokkyo University Schofield, L.M. (Principal Investigator), & Takriti, R.A. (Co-PI) (2022). Summer Undergraduate Research Experience (SURE) PLUS Grant 2022: Expat children transition policy and practice in Al Ain private schools (12,250 USD) Schofield, L.M. (Project Lead), & Takriti, R. (Project Lead) (2021) External Tender The collaboration between the UAEU College of Education and the Ministry of Education to further develop Curriculum and Instruction across the UAE (188,000 USD) Takriti, R.A., Alhosani, N., Schofield, L.M., Elhoweris, H., Zhang, Q. and HE Abdullah Al Falasi, R.(2020) External Research Grant: Supreme Council for Motherhood and Childhood (SCMC) - Partnership between teacher, parent, and child: Transitions into, within and beyond early childhood education in United Arab Emirates (UAE) (27,225 USD) Takriti, R.A., Erduran, S., Kaya, E., Tairab, H., Schofield, L.M., Alhosani, N., Elhoweris, H., AlAmirah, I. & Ioannidou, O. (2020). Collaborative Research Grant with Oxford University: Understanding How Science Works in Early Years Education in the UAE: A Comparative Study of teachers and students in the United Arab Emirates and the United Kingdom. Project in collaboration with Oxford University (290,770 USD) Alhosani, N., Schofield, L.M., Takriti, R., Elhoweris, H., Garces-Bacsal,R., and Aljanahi, M. (2020) Internal Research Grant - Parents' experiences of distance learning within early childhood: Voices from Emirati families during COVID-19 Pandemic (5,660 USD) Unsuccessful Schofield, L.M., et al. (Nov 2024). Federal Appropriations Request for Enhancing & Strengthening Early Childhood Education Programs at ĢTV (ĢTV) and the Future Early Childhood Workforce in Southwest Florida. Schofield, L.M. (Project Lead), Pearson, E., Takriti, R., Alhosani, N., Aljanahi. (2022) External Tender Development of a parental education programme for the Emirate of Abu Dhabi in collaboration with Abu Dhabi Early Childhood Authority (789,545.00 USD)  Peer Reviewed Journal Publications Takriti, R., Alamirah, I., Rabbani, L., Ioannidou, O., Schofield, L., Tairab, H., Elhoweris, H., Alhosani, N., & Erduran, S. (2025 in print). The Impact of Professional Development on Teachers Views of Nature of Science: A Study on Early Years Science Education in the UAE. Early Childhood Education Journal. (Scopus Indexed: Q1; SJR 0.96; H-Index 54; Impact Factor 2.3) Schofield, L.M. (Accepted minor revisions 2025). Milk, Melon, and Mess: Reconfiguring Touch in Early Childhood Spaces. International Critical Childhood Policy Studies Journal: Reconceptualizing Early Childhood Education: Turning to Hope, Making Sanctuary (Janice Kroeger & Iris Berger, Co-editors). Schofield, L.M. (2024). (dis)orientating commonplace transitions in early childhood and beyond: non-linear encounters WITH Babies. New and Emerging Scholarship-Part I. International Critical Childhood Policy Studies Journal: Post foundational Special Issue, 11(1), 62-77. HYPERLINK "https://journals.sfu.ca/iccps/index.php/childhoods/article/view/233/259"https://journals.sfu.ca/iccps/index.php/childhoods/article/view/233/259 (Open Access, peer-reviewed e-journal for researchers, practitioners and activists). Schofield, L.M. (2024). A Mobilisation of Motherhood, Babyhood, Childhood Sensing Pasts: life diaries as creative and speculative force of experimentation. Policy Futures in Education, 22(4), 559-573. HYPERLINK "https://doi.org/10.1177/14782103231179775"https://doi.org/10.1177/14782103231179775 (Scopus Indexed: Q2; SJR 0.62; H-Index 30; Impact Factor 1.3) (First Published online May 29, 2023) Schofield, L., Takriti, R., Alamirah, I., Rabbani, L., Ioannidou, O., Alhosani, N., Elhoweris, H., & Erduran, S. (2023). Early Years Education Teachers Perceptions of Nature of Science. International Journal of Science Education, 45(8), 613-635.  HYPERLINK "https://doi.org/10.1080/09500693.2023.2168139" \t "_blank" https://doi.org/10.1080/09500693.2023.2168139 (Scopus Indexed: Q1; SJR 1.31; H-Index 126; Impact Factor 2.2) (First Published online Feb 19, 2023) Schofield, L.M., Takriti, R., & Atkinson, S. (2023). Higher Education, Social Mobility and Social Class: Importance of Habitus and Capitals when Analysing Student Choice and Transitions. International Journal of Educational and Life Transitions, 2(1), Article 6, 114.  HYPERLINK "https://ijelt.dundee.ac.uk/articles/10.5334/ijelt.45" https://ijelt.dundee.ac.uk/articles/10.5334/ijelt.45 HYPERLINK "https://learningspaces.dundee.ac.uk/esw-ijelt/2023/02/25/latest-article-higher-education-social-mobility-and-social-class-importance-of-habitus-and-capitals-when-analysing-student-choice-and-transitions/"IJELT VODCAST (First Published online Feb 7, 2023) (Research Paper - Peer Reviewed) Takriti, R., Tairab, H., Alhosani, N., Elhoweris, H., Schofield, L., Rabbani, L., & Alamirah, I. (2022). Toward Understanding Science as a Whole: Investigating Preservice Teachers Perceptions about Nature of Science (NOS) in the UAE. Science and Education, 32,1321-1361.  HYPERLINK "https://doi.org/10.1007/s11191-022-00404-5" https://doi.org/10.1007/s11191-022-00404-5 (Scopus Indexed: Q1; SJR 1.12; H-Index 58; Impact Factor 2.1) (Published online Nov 15, 2022) Takriti, R.A., Atkinson, S., Alhosani, N., Schofield, L., & Elhoweris, H. (2021). Starting School: Parental perspectives in the United Arab Emirates in the first year. Education 3-13 (International Journal of Primary, Elementary and Early Years Education), 50(7), 893-906. HYPERLINK "https://doi.org/10.1080/03004279.2021.1918743"https://doi.org/10.1080/03004279.2021.1918743 (Scopus Indexed: Q2; SJR 0.42; H-Index; Impact Factor 0.9) Takriti, R.A., Wright, E., Alhosani, N., & Schofield, L. (2020). From forest school to desert school: An innovative project in Al Ain, UAE. Childhood Education, 6(5) pp. 52-57. HYPERLINK "https://doi-org.mmu.idm.oclc.org/10.1080/00094056.2020.1824508" https://doi-org.mmu.idm.oclc.org/10.1080/00094056.2020.1824508 (Scopus Indexed: Q4; SJR 0.15; H-Index; Impact Factor 0.17) Journal articles under review: Schofield, L.M., Boyd, J., & Nowfal, NJ. (2025). Early childhood partnerships between parent, practitioner and child: A comparison study of UAE and UK transitions into, within and beyond Early Childhood Care and Education settings.Contemporary Issues in Early Childhood  Published Books Schofield, L.M. (2025). (Accepted). Ecologies of Touch: intra-active relations of bodies, places and spaces of touch and its associated practices in early childhood. In Malone, K., Tesar, M. & Arndt, S. (Eds.) Children: Global Posthumanist Perspectives and Materialist theories. Springer. Chapters in Published Books Schofield, L.M. (2025) (Accepted). Resisting Historical Norms and Repetitions in Early Childhood. In Sakr, M. & Osgood, J. (Eds.) Postdevelopmental Approaches to Babyhood. Bloomsbury. Schofield, L.M. (2024). The Intricacies and Intimate Events of Out-of-Place More-than-Human Touching in Early Childhood (Chapter 2). In Berger, I. (Ed) Intimately Situated Stories of Place: Activating Place-Centered Pedagogies in Early Childhood Education. Palgrave MacMillan. ISBN978-3-031-63033-0. Chapter DOI: 10.1007/978-3-031-63034-7_2 Schofield, L., Takriti, R., & Pearson, E. (2022). Perspectives on inclusion in early childhood. In Efstratopoulou, M. (editor) Rethinking Inclusion and Transformation in Special Education. Pennsylvania: IGI Global. DOI:10.4018/978-1-6684-4680-5. HYPERLINK "https://www.igi-global.com/book/rethinking-inclusion-transformation-special-education/291549"https://www.igi-global.com/book/rethinking-inclusion-transformation-special-education/291549 (Scopus Indexed) Garces-Bacsal, R., Alhosani, N., Elhoweris, H., Takriti, R., Schofield, L., Stylianides, G., Alhosani, M., Mohamed, A., & Almuhairy, O. (2022). Mapping the Evolving Teacher Professional Development in the United Arab Emirates. International Journal for Research in Education (IJRE), 46(2), Article 2, 28-83.  HYPERLINK "http://doi.org/10.36771/ijre.46.2.22-pp28-83" http://doi.org/10.36771/ijre.46.2.22-pp28-83 (None Scopus Indexed) Dobson, J., Gabi, J., Mugglestone, J., & Schofield, L. (2020). Compassionate spaces: caring for self and others whilst working with children, young people and families. In Dobson, J. and Melrose, A. (eds.) Working with Children, Families and Young People: Professional Dilemmas, Perspectives and Solutions. London: Routledge, pp. 15-26.  HYPERLINK "https://doi.org/10.4324/9780429507397" https://doi.org/10.4324/9780429507397 (Scopus Indexed) Writing for publication in progress Schofield, L.M. (2025). Dissolving time and Space: teaching-and-leaking. Education Philosophy and Theory. (Q1 SJR 0.804)  Report Publications Pearson, E., Alhosani, N., Takriti, R., Al Mughairbi, F., Al-Sharieh, S., Al-Rifai, R., Al Zaatari, W., Schofield, L. (2024).Situational analysis of children in the United Arab Emirates.UNICEF.  Conference Publications Schofield, L.M. (December 2025). Milk, Melon, and Mess: Reconfiguring Touch in Early Childhood Spaces. Santiago, Chile. Reconceptualizing Early Childhood Education (RECE) International Conference: Justice and equity for children and communities: The urgency of decolonizing our Thinking and Practices. Schofield, L.M., & Essary, J. (November 2024). Integrating Civil Discourse into Child Growth and Development Courses in Higher Education: Enhancing & Promoting Ethical Practice Through Community Engagement & Service-Learning. Orlando, USA, November 2024. Florida Education Research Association Annual Conference. Schofield, L.M. (November 2024). teaching-and-leaking: our bodies do not end at the skin. Chicago, USA, September 2024. Reconceptualizing Early Childhood Education (RECE) International Conference. Justice for Young Children, Families, and Communities: An Ethical Imperative. Schofield, L.M., Nowfal, N., & Boyd, J. (Feb 2024). Early childhood partnerships between parent, practitioner and child: within and beyond 0-4 Early Childhood Care and Education settings. Los Angeles, USA, February 2024. International Conference on Higher Education (ICHE-24). Schofield, L.M. (September 2023). Plenary: (dis)orientating Commonplace Transitions in Early Childhood and Beyond: Non-Linear Encounters with Babies. Manchester, England, UK, September 2023. Reconceptualizing Early Childhood Education (RECE) International Conference. Pathways: Where Weve Been, Where We Are, Where We Want to Go Schofield, L.M. (August 2023). Higher Education, Social Mobility and Social Class: Importance of Habitus and Capitals when Analysing Student Choice and Transitions. Sydney, Australia, Aug 2023. International Conference on Education. Tairab, H., Alhosani, N., Elhoweris, H., Schofield, L., Rabbani, L., & Alamirah, I. (September 2023) Parallel Session (Symposium) The RFN as a Theoretical and Methodological Framework for Research in Science Education: highlighting Early Yeats Teaching and Learning. Cappadocia, Turkey, September 2023. 15th conference of the European Science Education Research Association (ESERA). Schofield, L.M. (December 2022). Higher Education, Social Mobility and Social Class: Importance of Habitus and Capitals when Analysing Student Choice and Transitions. Liverpool, United Kingdom, Dec 2022. International Conference on Multidisciplinary Innovation in Academic Research (MIAR-22). Schofield, L. (December 2022). Compassion an affective domain. London, United Kingdom, Dec 2022. International Conference on Educational Technology, Learning and Social Science (ICETLSS). Schofield, L. (June 2022). Care-full practices: the intricacies and intimate events of more-than-human touching in early childhood. Vancouver, Canada, June 2022. Reconceptualizing Early Childhood Education (RECE) International Conference. Being Together in/with Place: Reimagining Pedagogies in Transformational Times. Schofield, L., Takriti, R.A., Wright, E. & Alhosani, N. (July 2022). (Re)framing Outdoor Play: 'Snakes, Scorpions and Sand. Oh My'. Paper presented at The International Academic Forum (IAFOR) conference on Education, University College London (UCL), UK, 14-17 July 2022: Abstract number 63407. Takriti, R., Tairab, H., Alhosani, N., Elhoweris, H., Schofield, L., Rabbani, L., & Alamirah, I. (September 2022). The 'SciKids' Project Understanding how science works in early years education in the UAE. United Kingdom. The British Research Association (BERA) Conference. Abstract number: 261. Takriti, R.A., Erduran, S., Tairab, H., Alhosani, N., Elhoweris, H., Kaya, E., Ioannidou, O., Schofield, L., Rabbani, L. & AlAimirah, I. (2022). Translation and Validation of a Questionnaire for measuring Teachers Views on Nature of Science. Paper presented at National Association of Research in Science Education (NARST) Annual Conference, 29th March, 2022. Erduran, S., Ioannidou, O., Takriti, R.A., Alhosani, N., Elhoweris, H., Schofield, L., Tairab, H., Rabbani, L. & AlAmirah, I. (2022). Understanding diversity of scientific methods: The impact of an online intervention on teachers and students. Paper presented at 16th Biennial IHPST Conference: Energizing education with the History, Philosophy, and Sociology of Science. University of Calgary, Alberta, Canada. 3rd-7th July, 2022. Aljanahi, M., Alhosani, N., Schofield, L., Takriti, R., Elhoweris, H., & Garces-Bacsal,R. (September 2022). Parents' perceptions and experiences of distance learning within early childhood: Voices from Emirati families during COVID-19 Pandemic. The British Education Research Association (BERA) Conference. Abstract number: 301. Takriti, R.A., Rabbani, L., AlAmiraah, I., Alhosani, N., Elhoweris, H. Schofield, L., Tairab, H., Erduran, S. & Ioannidou, O. (2021). Understanding How Science Works in Early Years Education in the UAE, Posterpresented atOxford UniversityPosterConference, Oxford University, 20thOctober. Schofield, L. & Aljanahi, M. (2020). Education in the UAE in the Era of the 4th Industrial Revolution, The United Arab Emirates: Past, Present, Future, United Arab Emirates University, Al Ain, Jan 2020. United Arab Emirates: Asian Universities Alliance. Schofield, L. (2019). Compassion: An Affective Learning Domain: School culture and leading school change, United Arab Emirates University, Al Ain, Nov 2019. United Arab Emirates: International Conference in Education (ICE) The 5th International Conference on Education. Schofield, L. (2018). The intricacies and intimate events of more-than-human touching in order to better inform Early childhood practices, Reconceptualising care-full practice. Early Childhood Education, Families and Communities, Budapest University of Technology and Economics, Aug 2018. Hungary: European Early Childhood Education Research Association (EECERA) International Conference. Schofield, L. (2017). Teaching Compassion: exploration of professional socialisation, Measuring the unmeasurable: compassionate professionalism. Early Childhood Education Beyond the Crisis: Social Justice, Solidarity and Childrens Rights, University of Bologna, Bologna, Aug 2017. Italy: European Early Childhood Education Research Association (EECERA) International Conference. Schofield, L., Mugglestone, J., Gabi, J., & Dobson, J. (2016). Space for Compassionate Space. Happiness, Relationships, Emotion & Deep Level Learning, Dublin City University, Dublin, Aug 2016. Ireland: European Early Childhood Education Research Association (EECERA) International Conference. Service Service Scientific Committees Journal reviewer for: International Journal of Inclusive Education (Q1 Education SJR 1.06 H-index 72) Critical Studies in Education (Q1 Education SJR 1.51 H-Index 42) Gender and Education (Q1 Education SJR 0.71 H-Index 71) European Early Childhood Education Research Journal (Q2 Education SJR 0.63 H-Index 38) International Journal of Educational and Life Transitions (not currently indexed). International Critical Childhood Policy Studies Journal (Open Access, peer-reviewed e-journal for researchers, practitioners and activists). Reviewer for the Global conference on Innovations in Education Reviewer for the Reconceptualising Early Childhood Education (RECE) Conference (RECE 2023, 2024 & 2025) Senior Reviewer for the European Conference on Education (ECE2022;2023) (IAFOR) Service - Membership Florida Educational Research Association (FERA) Transformative Change: Educational & Life Transitions (TCELT) Reconceptualising Early Childhood Education (RECE) European Early Childhood Education Research Association (EECERA) American Educational Research Association (AERA) Service - Academic Invitations Schofield, L.M. (September 2023). (dis)orientating Commonplace Transitions in Early Childhood and Beyond: Non-Linear Encounters with Babies. Manchester, UK, September 2023. Reconceptualizing Early Childhood Education (RECE) International Conference. Plenary Speaker. Schofield, L.M. (March 2023). Higher Education, Social Mobility and Social Class: Importance of Habitus and Capitals when Analysing Student Choice and Transitions. University of Dundee, Scotland, UK, Research Centre for Transformative Change: Educational & Life Transitions (TCELT). Seminar. The focus of the seminar was to articulate how higher Education and social mobility, in relation to socioeconomic status, is fraught with tension and some of the complexities in applying to HE for young people from lower socioeconomic communities in the UK. Seminar link Schofield, L.M. (2019). The Material Turn. UAEU Professional Development Workshop. UAEU, Al Ain, Abu Dhabi, UAE. Nov 2019. UAEU: Faculty of Education. Schofield, L.M., Mugglestone, J., Gabi, J. and Dobson, J. (2017). Developing compassionate spaces in pedagogical practice on an Early Years and Childhood Studies Programme, Faculty Learning and Teaching, Manchester, Jan 2017. United Kingdom: Manchester Metropolitan University Faculty Learning & Teaching Conference. Service - Profession 2025 Member of the Board of Directors for New Horizons of SWFL (Professional) 2025 Scholarship Application Reviewer FutureMakers Coalition (Community) 2025 Future Ready Collier - Future Ready Collier Network Meeting (Community) 2024 Service-learning partnerships with Our Mothers Home of Southwest Florida (Community) 2024 Member of the Aspiration & Preparation branch for FutureMakers Coalition SWFL (Community) Previous Service to the Profession Primary member of the Early Childhood Education Programme Advisory Board UAEU Primary member of the Abu Dhabi Early Childhood Authority 2035 Early Childhood Development Strategy Working Group: Child Protection Strand. 2023 Abu Dhabi Early Childhood Authority (AD ECA): Bridge Upskilling Program: The development of a training program to upskill graduate students not in employment to enable them to acquire a Teaching License from the Ministry of Education and gain employment. Emirates School Establishment (ESE) Licensure/Upskilling Project Committee to develop a training program to re-skill in-service teachers to enable them to acquire a Teaching License from the Ministry of Education (May 2022 Aug 2024). Ministry of Education (MOE) National Advisory Committee (2022): established to support the development of the Early Years Baseline Assessment Framework (compensated). MOE National Advisory Committee (2022): Create an Item bank that attends to the Early Years Baseline Assessment Framework (compensated). MOE Early Childhood Licensure development (2022): creating question banks to reflect the Early Childhood Curriculum, Standards and Key Performance Indicators (compensated). MOE Early Childhood Qualifications (2022): Raising standards in Early Childhood Education and Care. Team member and research assistant for a Situational Analysis on Childhood well-being in the UAE Shaikah Fatima bint Mubarak Research Centre and UNICEF (2021): Working with key stakeholders and an esteemed task force the SitAn report and its associated advocacy documents will go on to inform policy, programmes, build partnerships and mobilize resources for children in the UAE. MOE Curriculum Projects (2021) Co-ordinator and Team Leader of two projects. Executive Summary for Early Childhood Provision in UAE for Prime Ministers Office (2020). Led and Co-authored Early Childhood Educational Standards for Sharjah Education Council (2019). MOE TTEC Committee (2019). MOE Upskilling Task Force (2019): Early Childhood Education. MOE (EMSAT) Early Childhood Education Baseline Task Force (2019): Grade 1 Baseline Assessment for early childhood education pedagogy. MOE (EMSAT) Early Childhood Education Baseline Task Force (2019): Grade 1 Baseline Assessment for Numeracy and Literacy. Service - ĢTV 2025 ĢTVs Quality Enhancement Plan (QEP) Spring 2025 Faculty Cohort (University) 2025 The Global Engagement Office Collaborative Online International Learning (COIL) Faculty Fellowship 2024 Eagle Expo Volunteer 2025 Say yes to the nest Service - College of Education ĢTV 2024 CAEP Accreditation Standard 1 Member 2024 Undergraduate Curriculum & Policy Committee Member 2024 Early Childhood Education (ECE) Program Coordinator 2024 Early Childhood Education Program Student-Mentor 2025 Search Committee Member 2025 ĢTV College of Education Advisory Board for Elementary Education & Early Childhood 2025 Advisory committee for online EdD in Organizational Improvement Previous Service to University/College/Department/Program Committee work OrganisationAYCommittee/sRoleUAEU 2023/24 College committee: CAEP accreditation Standard 2 College committees: Program, Curriculum and College Assessment. Department committees: Early Childhood Education (ECE) Program; CAA accreditation review for ECE Program Department committees: Graduate Studies; Academic Programs, Department Assessment (DAC), & Recruitment. Program committee: ECEP CAA reviewChair Member Chair Member Chair2022/23College committee: CAEP accreditation Standard 2 College committees: Program, Curriculum and College Assessment. Department committees: Early Childhood Education (ECE) Program; CAA accreditation review for ECE Program Department committees: Academic Programs, Department Assessment, & Recruitment. Program committee: ECEP CAA reviewChair Member Chair Member Chair2021/22College committees: CAEP Standard 2, UAEU CEDU Website Audit & Development of PCHETL (UAEU CEDU). Department committees: Scheduling and Timetabling (UAEU), Early Childhood Education Program, Department Publicity and Marketing Committee, MA Early Childhood Education Student Recruitment, and Early Childhood Faculty Recruitment.Member Member2019/20College committees: CAEP Standard 2, UAEU CEDU Website Audit & Development of PCHETL (UAEU CEDU). Department committees: Faculty Recruitment, Graduate Studies, Early Childhood Education Program, Department Events, Teacher Education Committee (TEC). Member MemberMMU2016/19University committees: Assessment committee College: Widening participation Department: AdmissionsMember Chair Chair2015/19University committees: Assessment Committee & Academic Appeals Board Department: Undergraduate Examination BoardMember Member Service Reviewing, Examining & Supervising - Honors, Masters & Doctoral Studies ĢTV Honors students Attunement: Speaking the language of children Fall 2024 Advocacy Project Spring 2025. Examination Examination of PhD theses (AY2022/23 UAEU) Effect of collaborative pre-task planning on the writing quality of young EFL learners within the task-based language teaching approach - This dissertation is a partial fulfilment of the requirements for the degree of Doctor of Philosophy in Language and Literacy Studies at the UAE. Examination of Undergraduate Honors (AY2015/16 AY2018/19 MMU) Review Reviewing of Undergraduate Honors (2015 2019 MMU), Masters (2019/2020 UAEU), and PhD proposals (2019 2022 UAEU) Supervise Supervising - Principal Supervision of Honours (2015 2019 MMU) Associate Supervisor Doctor of Philosophy in Language & Literacy Education: Investigating parental roles in developing childrens emergent literacy in English, their second language, through storybook reading in a sample of Kuwaiti homes. Principal Supervisor Master of Education in Early Childhood Education: Early childhood partnerships between parent, practitioner and child. Master of Education in Early Childhood Education: Supporting EAL learners in Early Childhood Education settings. Service - Educational Consultancy Schofield, L.M., & Takriti, R.A. (2023) Consultancy Abu Dhabi Early Childhood Authority (AD ECA): Bridge Upskilling Program: The development of a training program to upskill graduate students not in employment to enable them to acquire the Teaching License from Ministry of Education and gain employment (190,800 AED/52,000 USD/74,500 AUD) Schofield, L.M., Alhosani, N., & Takriti, R.A. (2022) Consultancy Development of Parent and Practitioner Support Documents for an Early Childhood Framework for the Supreme Council for Motherhood and Childhood (SCMC) (70,000 AED/19,000 USD/28, 900 AUD) Schofield, L.M., Alhosani, N., Elhoweris, H., Pearson, E., & Takriti, R.A. (2022) Consultancy Development of an Early Childhood Framework for the Supreme Council for Motherhood and Childhood (SCMC) (360,000 AED/98,009 USD/136,930 AUD) Schofield, L.M. (2022) Consultancy UAE Ministry of Education National Advisory Committee: The development of the Early Years Baseline Assessment Framework. Schofield, L.M. (2022) Consultancy UAE Ministry of Education National Advisory Committee: Creating an Item bank that attends to the Early Years Baseline Assessment Framework. Schofield, L.M. (May 2022) Consultancy UAE Ministry of Education: ESE Licensure/Upskilling Project to develop a training program to upskill in-service teachers to enable them to acquire the Teaching License from the Ministry of Education. Schofield, L.M. (May 2022) Consultancy UAE Ministry of Education: creating question banks to reflect the Early Childhood Curriculum, Standards and Key Performance Indicators. Schofield, L.M., Takriti, R., Alhosani, N., Aljanahi, M. and Negmeldin, A. (2019) Consultancy Development of an early childhood framework for the Emirate of Sharjah (Sharjah Education Council) (70,000 AED/19,058 USD/28,900 AUD) Schofield, L.M. (Nov 2019) Consultancy UAE Ministry of Education: Early Childhood Education Baseline Task Force - Grade 1 Baseline Assessment for early childhood education pedagogy for EMSAT UAE. Schofield, L.M. (Nov 2019) Consultancy UAE Ministry of Education: Early Childhood Education Baseline Task Force - Grade 1 Baseline Assessment for Numeracy and Literacy for EMSAT UAE. Professional Development 2024 - present: COE Scholarship Reconsidered / Camp Merwin / Professional Development attendee 2024 ĢTV Search Panel Training Recruitment 101 2024 How to Bring Global Perspectives into Courses: Ideas for Collaborative Online International Learning (COIL) Projects: Facilitated by: Dr. Tunde Szecsi & Dr. Debra Giambo 2024 2025 Lucas Center - New Faculty Academy participant 2024 Promotion Workshop 11/15/2024 2025 ĢTV Media Training 2025 Exploring Neuroscience in Education with Dr. Lori Desautels 03/19/2025 2025 ĢTV Search Committee Training 03/24/2025 2025 Digital Learning Virtual Book Club: Intentional Tech with Jose Bowen 2025 - Harnessing the Power of AI: An Exploration of AI Tools for the Next Generation of Research 2025 - Scholarship and Research Resources: Support and Faculty Successes in STEM-Focused Projects Facilitated by: Dr. Rosemary Higgins and Faculty 2025 Professional Development Plan Goal Setting Workshop 04/08/2025 2025 - The TILT Advantage: Using Transparency to Set Clear Expectations in Student Writing: Facilitated by: Jason Elek 2025 - Enhance Student Comprehensive with Alethea 04/10/2025 2025 Learn and Grow- Training for Supervisors 2025 Course Design Academy (Summer Program) 2025 Assignment Design Academy (Summer Program) 2025 AI Ethics 2025 Academic Portfolio Workshop (Summer Program)     Dr Lindsay Schofield Resume Page  PAGE 2 of  NUMPAGES 2 Dr Lindsay Schofield Resume Page  PAGE 2 of  NUMPAGES 2  89LMz{ ( N ^ a c d ֮֞~ugjhi%@hjUhi%@hj0Jjhi%@hjU hi%@hjjhi%@hjU hi%@hQhi%@h?0Jjhi%@h?U hi%@hi hi%@hM hi%@h+hLrh+ hi%@h? hi%@hFG hi%@h\O@ hi%@hLr hi%@h hi%@hg(9M{ ( N d e f p q  $1$7$8$H$a$gdjgd9b$a$gdj$1$7$8$H$`a$gd9b$a$gd9b$a$gd9b % & ' b c d e f o p q    d e ܸܿ~wwoe^ hi%@ht)hi%@h?56hi%@h?6 hi%@h?hi%@ht)\hi%@h?\hi%@h?5hi%@h?5\ hi%@hz hi%@h hi%@h 5\ hi%@hjhJahIul0J6]hIulhIul6] hIul6]jhIul6U]hIulhi%@hj0Jjhi%@hjU$ e 0ij&'$01$7$8$H$^`0a$gdj$1$7$8$H$`a$gdj $1$7$8$H$a$gdj$1$7$8$H$^a$gdj /0KLYZijo&'+,_g./0B0123:;@ӽӹӲh+h+5CJ\aJhS75CJ\aJ hPZ5\hPZ hPZhPZ hPZ5hi%@h 5\ hi%@h hi%@h 5hi%@h?5hi%@ht)5 hi%@h? hi%@ht);/0B0123:;h*M$ & F!1$7$8$H$^a$gdN $1$7$8$H$a$gd+ $1$7$8$H$a$gdPZgd9b $1$7$8$H$a$gdj $`a$gdPZ@ghm  *MNmCElmvĽĹ{qjf___ hi%@hTh hi%@hhi%@h5\ hi%@h< hi%@h{/7hi%@h{/75\hi%@hR.5\ hi%@h hi%@h 5\hNhNCJaJh hN5\ h 5\ hPZhPZ hPZ5\hS7h+5CJ\aJh+h+5CJ\aJh3)5CJ\aJ lmv%`:L|$ & Fh^ha$gdw=$ & Fh^ha$gdw= & Fh^hgdw=gdT$p^p`a$gdgdTgdT$01$7$8$H$^`0a$gdj$01$7$8$H$^`0a$gd $1$7$8$H$a$gdjmuw$%FH `mۺۺۺwlwalalwalalwwalalhXChw=CJaJhXChi%@CJaJhXChi%@5CJ\aJhXChT56CJ]aJhXChi%@56CJ]aJhXChd\56CJ]aJhi%@hi%@\hhTCJ\aJhhT5CJaJhCJ\aJhhGCJ\aJhhG5CJaJhh5CJaJ&9:ce LmtvCF)0dmMP67K^m¶hXChTCJ\aJhXChT56CJ]aJho56CJ]aJhXChi%@CJ\aJhXChw=5CJ\aJhXChw=CJaJhXChi%@CJaJhXChi%@5CJ\aJ:Ld67^(^Fh$  & FgdT$ & Fh^ha$gdw= & Fh^hgdw=$ & Fh^ha$gdw=$ & Fh^ha$gdw=$ & Fh^ha$gdw=(^Fhm$ !!m!!!!!!!!!!!! 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A!S"S#n$S%SS DpDyK yK nhttps://fgcu.academia.edu/LindsaySchofieldyX;H,]ą'c DyK yK https://scholar.google.com/citations?view_op=list_works&hl=en&user=c6GKiZ4AAAAJ&gmla=AC6lMd_P6LEwaK5KnfcFh8f0eRkdsu76XNdTjgI26mMdCui47dbq4fwEhkQYoQYMbf-56zPicGScLxTbUaR5X21xTQT3asUjIm5_9H6vLgyX;H,]ą'cDyK yK https://sites.google.com/a/myapps.dmu.ac.uk/registry/home/Timetable-OfficeSDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/peps/peps-homepage.aspxDyK yK $http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-modifying.aspxDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/students/students.aspxDyK yK phttp://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspxDyK yK "http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-homepage.aspxDyK yK phttp://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspxUDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/monitoring-homepage.aspxDyK yK ^http://www.dmu.ac.uk/documents/about-dmu-documents/quality-management-and-policy/academic-quality/programme-development-validation/academic-planning/course-template-oct08.docDyK yK https://sites.google.com/a/myapps.dmu.ac.uk/registry/home/Timetable-OfficeSDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/monitoring/peps/peps-homepage.aspxDyK yK $http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-approv-manage-modifying.aspxgDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/support-contacts-resources/hos-homepage.aspxDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/students/students.aspxDyK yK phttp://www.dmu.ac.uk/about-dmu/professional-services/academic-professional-development/learning-teaching-and-assessment/general-information-about-learning-teaching-and-assessment.aspxGDyK yK http://www.dmu.ac.uk/study/undergraduate-study/student-support/academic-support/personal-tutor-scheme.aspxDyK yK http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academic-quality/collaborative-provision/collaborative-provision-homepage.aspxDyK _blankyK \https://doi.org/10.1080/09500693.2023.2168139 DyK yK https://learningspaces.dundee.ac.uk/esw-ijelt/2023/02/25/latest-article-higher-education-social-mobility-and-social-class-importance-of-habitus-and-capitals-when-analysing-student-choice-and-transitions/DyK yK Vhttps://doi.org/10.1007/s11191-022-00404-5DyK yK ~https://doi-org.mmu.idm.oclc.org/10.1080/00094056.2020.1824508DyK yK Zhttp://doi.org/10.36771/ijre.46.2.22-pp28-83DyK yK Lhttps://doi.org/10.4324/9780429507397$$If!vh#v#v#v#v:V l t065555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="($$If!vh#v#v#v#v:V l4 t06+5555p(yt="(&x002 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666_HmH nH sH tH @`@ ?NormalCJ_HaJmH sH tH X@X  Heading 1$$7$8$H$@&1$a$5\mH sH uf@f 9b Heading 2+$$$d1$7$8$@&H$Na$5\mH sH T@T  Heading 3$7$8$H$@&1$5>*\mH sH uDA`D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List d>d Title%$7$8$H$&d1$Pa$5CJ$\aJ mH sH uRBR Body Text$7$8$H$1$a$6]mH sH u4@4 %0Header  9r 4 "4 Footer  9r 6U`16 Hyperlink >*B*phDKD Salutation X CJOJQJvRv 0MyResumeSectionHeading$-DM a$5CJOJQJ\^JaJ(W a( Strong5.)@q. 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