The Local Organizing Committee of the EARLI 2009 meeting has scheduled a special meeting "Lunch with Professors" on Friday
28 August, from 12.15 till 13.15 hrs. The format of the session is as follows

DURATION: 75 minutes
PURPOSE: To meet professors in your field informally
HOW IT WORKS: At Friday lunchtime, it is possible to have lunch with a professor in your field. At the reception desk from Wednesday 9.00until Thursday 17.00 there is a special corner to book 'your' professor for lunch.
ADVANTAGE: The small group interaction, meeting colleague researchers from the same field.

Group size: maximum 8
Only available for those who singed up at Wednesday-Thursday

Participating professors (pending list since august 7th)

Anastasia Efklides	My interests are in motivation, metacognition, and self-regulation; particularly, in the relations of what people think and feel (i.e., metacognitive experiences) during task processing with motivation and other person characteristics.
Joe Campione	My interests are in theories of learning, metacognition, and the design and evaluation of learning environments to empower elementary and middle school students' (USA) learning -- in essence, design experiments.
Gavriel Salomon	My fields of expertise are: (a) transfer of learning, (b) peace, human rights., democracy and anti-racism education.
Minna M. Hannula	My interests are diagnoses, promotion and development of (early) mathematical skills, attention and number processing, brain imaging and combining neuroscientific and educational psychology research.
Jeroen van Merrienboer	My interest is in instructional design for complex learning, cognition and instruction, and the use of technologies in learning environments. Most of my work is related to four-component instructional design and cognitive load theory.
Reinhard Pekrun	My research interests primarily relate to emotion and motivation in education, with a specific emphasis on the interlinkages between achievement emotions and students' learning, academic performance, health, and personality development.
Rainer Bromme	My interests are in epistemological beliefs, public understanding of science (especially when people look for scientific /medical information in the Internet) and Internet based reading and writing and multiple document comprehension.
Monique Volman	My research is driven by the question how education can be designed in order to be more motivating, challenging and meaningful for children and young people. Another emphasis in my work is on pedagogical questions, for example: how can education contribute to the development of social competence and citizenship attitudes?Sociocultural theory inspires me in thinking about these issues.
Jos Beishuizen	My research interest is in fostering communities of learners to create academic and social integration in higher education. Within VU University, communities of learners are established to engage students in research based education. We study both the way communities are implemented and the effects of these communities on study success and interest. Within the context of teacher education we study the way student teachers collaborate in communities and develop social competencies.
Marcia Linn	My research interest is in development and cognition specializing in education in mathematics, science, and technology
Debra Myhill	My research interests focus principally on aspects of language teaching, particularly writing, writing processes and grammar. Because of my interest in research which can illuminate and inform instructional practice, I adopt a deliberately multi-disciplinary framework. drawing on linguistic, psychological and socio-cultural perspectives to theorise my work
Jukka Husu	My interests are 1) TEACHERS' PEDAGOGICAL KNOWING according to its practical premises: on what kind knowledge teachers rely in their professional actions; 2) REFLECTION: to explore the ways in which reflection contributes to the development of teachers' professional knowledge; and ETHICAL/MORAL JUDGEMENT IN TEACHING: (nowadays) especially how it can be understood from the virtue approach.
Michèle Grossen	I am interested in the intersubjective construction of knowledge in various teaching-learning settings (classroom interactions, peer interactions, peer-mediation at school) in a socio-cultural and dialogical perspective.
Jean-Francois Rouet	I study the cognitive processes involved in reading and comprehending texts in functional contexts. Together with Anne Britt and Charles Perfetti I have developed a framework to describe the mental representation of multiple documents. I am also interested in the impact of new technologies on reading and comprehension.
Deborah McCutchen	My research focuses on cognitive processes underlying reading and writing ability. Shaping much of my writing research is a central question: How are complex systems of knowledge used during reading and writing? That question has played out in several ways as I have studied the influence of content knowledge and the constraints of working memory on writing. My reading research has ranged from basic research on the role of phonology in comprehension to more recent work on the subject-matter knowledge of reading teachers and the role of morphological processes in reading. The ultimate goal of my research is two-fold -- to further theoretical understanding of reading and writing processes and to improve educational practice. It was my experience as a teacher of writing that sparked my interest in writing as a cognitive process.
Geert ten Dam	My research interests centre on citizenship and social inequality in education. Many of her research projects have been on instructional designs for citizenship education in both vocational education and general secondary education. Recently, we developed a measurement instrument for citizenship competences and citizenship behavior.
Stella Vosniadou	My areas of research interest are the following. The problem of conceptual change particularly in learning science and math concepts. The role of analogies and metaphors in learning and conceptual change. The design of learning environments, including technology-based learning environments.
John Hayes	As a cognitive psychologist I am interested in empirical studies of writing in adults and children; I am also interested in the development of models designed to capture the relations among cognitive processes and between cognition and motivation as writers compose text.
Gert Rijlaarsdam	My areas of research are twofold  (1) with my colleague Huub van den Bergh and PhD candidates I try to get insight in effective writing processes, and the factors that influence processes (task, medium, student characteristics); (2) we also study effective interventions to improve writing processes and text quality, for various genres and ages, with a focus on the interaction between student features (writing style preference, for instance) and processes.