Josefina Malibiran

HeadshotJosefina Malibiran is an educational psychologist from Manila, Philippines. She finished her bachelor’s (cum laude), master’s and PhD from University of the Philippines, Diliman. She has taught psychology courses at University of the Philippines, Diliman and New Era University.

Aside from her teaching appointment, she pioneered the Special Education programme at New Era University. In 2004, she moved to US to teach special education, maths, science and English at public schools.

Malibiran’s considers her work in the US as the culmination of a decade-long dream. She taught English for 13 years to Southeast Asian refugees bound for US, in a United Nations centre in Manila. She has always wanted to come to US since the programme ended in 1994, but waited until her two children were older.

Published: 03 November 2014

Last update: 24 April 2015


Allan B.I. Bernardo

Allan B.I. BernardoAllan B. I. Bernardo is a cognitive psychologist and educational psychologist based in Manila, Philippines. He received his PhD in cognitive psychology in Yale University (1992), and has been teaching at De La Salle University since 1996.

His research interests are broad—ranging from cognitive psychology topics such as representation of number information among bilinguals, development of problem solving schemas, and factors affecting the components of mathematical problem solving to educational psychology topics such as the role of language, motivation, and non-cognitive variables on learning and achievement, and cognitive consequences of literacy practices. His most recent research interests relate to the role of culturally-rooted cognitions and beliefs on learning and achievement.

He has also been a strong advocate of promoting psychology research in the Philippines, serving as officer of the Psychological Association of the Philippines and the Pambansang Samahan sa Sikolohiyang Pilipino (National Society for Philippine Psychology) for many years, and organising varied psychology conferences and activities in the country.

His works in psychology have been recognised in the Philippines. Most notably, the 2002 Achievement Award for Research by the National Research Council of the Philippines, and the 2003 The Outstanding Young Men Award for his works in Psychology and Education.

He was also awarded the Spencer Fellowship by the National Academy of Education (USA) and the International Award for Literacy Research by the UNESCO Institute for Education, both in 1996. In 2007, he was elected into the Philippines’ National Academy of Science and Technology, becoming the first psychologist elected into the prestigious group.

His recent publications include:

  • Bernardo, A. B. I. (2014). Hope in early adolescence: Measuring internal and external locus-of-hope. Child Indicators Research. Published online June 2014, doi:10.1007/s12187-014-9254-6
  • Bernardo, A. B. I., & Estrellado, A. F. (2014). Measuring hope in the Philippines: Validating the short version of the Locus-of-Hope Scale in Filipino. Social Indicators Research. Published online January 2014, doi:10.1007/s11205-013-0573-7
  • Bernardo, A. B. I., Clemente, J. A. R., & Liem, G. A. D. (2014, in press). Describing values of Filipino adolescents: A comparison with pan-cultural norms. Journal of Tropical Psychology, 4, doi:10.1017/jtp.2014.2

Credits to: Victoria University of Wellington

Published: 20 October 2014

Last update: 27 February 2015


Mike Atkinson

Mike AtkinsonMike Atkinson is from the East Coast, born in Dartmouth, Nova Scotia, Canada and received his BSc from Dalhousie University in 1975. Atkinson was extremely interested in social psychology (particularly aggression and nonverbal behaviour), and pursued this interested at the University of Wisconsin, Madison where he received his MSc (1978) and PhD (1982). His dissertation work involved nonverbal cues in the detection of deception. It appears that we first make judgements about whether a behaviour is deliberate or spontaneous, and then proceed to a consideration of deception (or other forms of deliberate behaviour).

Over the years, Atkinson have become increasingly interested in the process of education and have moved to the educational psychology area. How can we teach large classes most effectively? Are there any benefits to using multimedia in the classroom? Do students really learn from instructors who use a variety of engaging techniques? Important factors include student involvement, structure and organisation of the material, and the ability to “engage”.

His current research interests include the use of multimedia in the classroom, structure of media materials, effective lecturing, test construction, learning styles, class size, and the effective use of nonverbal behaviour.

Text and image credits to University of Western Ontario

Published: 19 March 2014

Last update: 23 April 2015


Jane Barrett

Jane BarrettJane Barrett joined The Open University in 2002 as a part-time, psychology tutor. During this time,  she became increasingly interested in online learning and was awarded an Open University Teaching Award in 2008 for her work in this area. Barrett wished to extend my understanding of online pedagogy, and completed the MA in Open and Distance Education in 2011. In 2008, I became a staff tutor, based in London.  She is responsible, with a team of colleagues, for the presentation of the Faculty’s courses in the London Region and for the recruitment, development and support of the Associate Lecturers who tutor them.

She holds an MA Online and Distance Education from Open University (2011); PhD entitled ‘Mother-Sibling Triads’ (a study of familial relationships), CNAA (1992); MSc Developmental Psychohlogy, University of Manchester (1984); and BA (Hons) Social Psychology with Cognitive Studies, University of Sussex (1981)

Barrett is a member of the British Psychological Society and Qualitative Methods in Psychology Section; Chartered Scientist (awarded by The Science Council and British Psychological Society); Fellow of Higher Education Academy and Royal Society of Medicine

Currently, Barrett is  a member of the module team for Discovering psychology (DSE141). Her continuing scholarship and research interest in online learning enables her to contribute to the development of online teaching and learning and staff development within the faculty.

Her current research and scholarship interests focus on the pedagogy of online learning. She is particularly interested in online communities and informal learning; and how students work together and support one another online.

Credits by The Open University

Published: 17 March 2014

Last update: 23 April 2015


Pekka Sauri

Pekka SauriPekka Sauri is a Finnish psychologist and a Green League politician. He is currently the deputy mayor of Finland’s capital city, Helsinki. Sauri became well known in Finland during the late 1990s for hosting a popular radio show Yölinja (“Nightline”) in which he tried to help callers with their various personal problems. Sauri attended the University of Helsinki, receiving his bachelor’s degree in 1975, master’s in 1977 and licentiate degree in 1980. In 1990 he got his PhD from the Brunel University. He has been active in the municipal politics of Helsinki since mid-1980s. From 1993 to 2003 he was an elected member of the city council. In 2001 he became the chairman of the city council, and in 2003 he was appointed the deputy mayor of Helsinki, being the first Green politician to achieve such posts in any Finnish municipality. He was the party secretary of the Green League 1990—1991 and the chairman 1991—1993. Sauri has not been elected to the Finnish Parliament despite being a candidate several times. Sauri has written several books and his caricature cartoons have been published in many Finnish papers.

He was editor- in-chief of Suomi magazine in the 1980’s and was a radio journalist at Radio City Station and then Finnish Broadcasting Company until the early 2000’s with Nightline, a live phone-in programme for listeners in distress or mental crises. In total, he talked to over 12 000 people in live broadcast. He has also worked as an independent researcher, educator, writer, translator and cartoonist.  He has published a number of books on psychology, communication and education.

Credits to City of Helsinki and Moscow Urban Forum

Published: 13 March 2014

Last update: 23 April 2015


Patricia Alexander

Patricia AlexanderPatricia Alexander is an educational psychologist who has conducted research on the role of individual difference, strategic processing, and interest in students’ learning (Alexander, 1998; 2000). She is currently Professor and Distinguished Scholar/Teacher in the Department of Human Development in the Faculty of Education at the University of Maryland.

Alexander has been a featured speaker at major research conferences, including the annual meetings of the National Reading Conference, the American Psychological Association, and the American Educational Research Association. She has authored an educational psychology textbook (Alexander, 2005), and has served as editor of prominent research journals and books in educational psychology (e.g., Alexander & Winne, 2006).

At the University of Maryland, she is also the head of The Disciplined Reading and Learning Research Lab (DRLRL, formerly Alexander Research Lab). The lab, staffed mostly by graduate students, is dedicated to the study of psychology in teaching and learning. Alexander’s particular interests include the study of reading, academic development, domain learning, and the knowledge, interests, and beliefs of students and teachers. Her lab is an evolving learning environment that allows students to exchange ideas and conduct original empirical research.


  • Alexander, P. A., & Winne, P. H. (Eds.) (2006). Handbook of educational psychology. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Alexander, P. A. (2005). Psychology in Learning and Instruction (Educational Psychology). Prentice Hall.
  • Alexander, P. A. (2000). Toward a model of academic development: Schooling and the acquisition of knowledge: The sequel. Educational Researcher.
  • Alexander, P. A. (1998). The nature of disciplinary and domain learning: The knowledge, interest, and strategic dimensions of learning from subject-matter text. In C. Hynd (Ed.), Learning from text across conceptual domains (pp. 263–287). Mahwah, NJ: Lawrence Erlbaum Associates.

Published: 07 March 2014

Last update: 23 April 2015