I Nostri Autori

Wilfried Mirandeney

Founder & CEO, EduBoost

Founder of EduBoost. Builds AI tutoring tools that help children learn at their own pace, with a focus on personalised education and parental visibility.

Marie Moreau

Educational research analyst (placeholder persona)

Placeholder persona used to sign EduBoost Insights research syntheses while we onboard a real EdTech researcher with verifiable academic affiliation. Will be swapped for a real profile (with consent + verifiable LinkedIn) before vague 2 of the Insights publication plan.

Thomas Bernard

Pedagogical advisor (placeholder persona)

Placeholder persona used to sign articles on parenting, motivation and pedagogy while we onboard an actual former IEN/conseiller pédagogique. Will be swapped for a real profile (with consent + verifiable LinkedIn) before vague 2.

Marie Laurent

Agrégée de Lettres Modernes, French & Literature Teacher

Agrégée de Lettres Modernes (ranked 14th nationally), Marie has taught French literature for 12 years at Collège Jean Macé and Lycée Ampère in Lyon, then trained student teachers at INSPÉ de Lyon. She specialises in Bac de Français methodology, EAF oral prep, and differentiated instruction for dyslexic students. Her approach — "visible thinking" — has students externalise reasoning through annotated drafts and argument maps before polished writing.

Aiden O'Connor

GCSE & A-Level Tutor, former Pearson Examiner

Aiden O'Connor has been tutoring GCSE and A-Level students in Greater Manchester for over ten years, focusing on Mathematics, Physics and English Literature. He spent four years as a Senior Examiner for Pearson Edexcel GCSE Mathematics, marking over 4,000 scripts and chairing standardisation meetings — giving him a granular understanding of mark schemes and examiner expectations that he now channels directly into his teaching and writing. Aiden trained at the University of Manchester (BSc Mathematics First Class Honours, PGCE Secondary Mathematics and Physics at Manchester Metropolitan University) and later collaborated with Manchester City of Learning on a blended-learning pilot that reduced revision session drop-out by 34% across three secondary schools in Salford. He writes about GCSE and A-Level revision strategy, OCR and AQA past-paper analysis, and how to decode mark scheme language to maximise method marks. His specialty topics include non-calculator Paper 1 fluency for GCSE Edexcel, algebraic proof and circle theorems for Higher tier, and examination technique for Year 11 students targeting grade boundaries between 5 and 7. He is a strong proponent of interleaved practice over blocked revision, citing Robert Bjork's desirable difficulties research, and has written a 16-page guide on spaced practice for mathematics that is distributed free to students at three Manchester secondary schools. Outside tutoring, he volunteers as a STEM ambassador with the Raspberry Pi Foundation.

Emma Carter

EdTech Researcher & Former K-12 Teacher

Emma Carter is a postdoctoral researcher at Northwestern University's School of Education and Social Policy, where her work focuses on the efficacy of AI-assisted tutoring systems and equity in adaptive learning platforms. Before moving into research she spent six years teaching 5th and 8th grade mathematics at Chicago Public Schools' Uplift Community High School, earning the district's Innovative Teacher Award in 2019 for her data-driven differentiation approach — a mastery-based grading system she co-designed with the school's instructional coach and that raised pass rates in grade 8 algebra by 18 percentage points over two years. Her peer-reviewed publications have appeared in the Journal of Educational Technology & Society and Computers & Education. A 2024 co-authored paper on adaptive hint systems in K-12 mathematics platforms was cited by the RAND Corporation in its meta-analysis on AI tutoring outcomes. Emma holds an M.Ed. from the University of Illinois at Urbana-Champaign (specialisation in Curriculum and Instruction) and a PhD (ABD) in Learning Sciences from Northwestern, where her dissertation examines how low-income students experience AI feedback loops differently from their higher-income peers. She consults for EduBoost on evidence-based feature design and writes about study science, K-12 learning gaps, the real-world pricing and outcomes tradeoffs between AI and human tutors, and how parents can interpret platform progress data. Her pedagogy conviction: the job of a good educational tool is to create productive struggle, not to remove it.

Lukas Müller

Automotive Engineer & Education Blogger

Lukas Müller is a systems engineer at Volkswagen AG in Wolfsburg, where he has worked for nine years on powertrain control software for the MEB electric platform — a role that demands the kind of structured problem-solving he applies equally to education. Father of three school-aged children (7, 11 and 14), he runs the German-language education blog "Lernen mit Lukas" (12,000 monthly readers) in his spare time, sharing practical study strategies he has tested with his own family over five years of iteration. His engineering mindset drives an evidence-first approach: he cites research from the Leibniz Institute for Science and Mathematics Education (IPN Kiel) and the IQ Bildung project, and he translates effect sizes from cognitive psychology into actionable weekly revision schedules that non-specialist parents can follow. His specialty topics include Abitur preparation in mathematics and physics for Gymnasium students, navigating the Gymnasium-Realschule-Gesamtschule transition at Grade 4, and building distraction-free digital environments for children aged 8 to 16. Lukas holds a Diplom-Ingenieur from the Technische Universität Braunschweig (specialisation in Fahrzeugtechnik, 2007). He believes the biggest failure in German secondary education is the gap between what teachers ask students to do ("learn chapter 4") and what students actually need to do to retain it ("close the book and reproduce it"). He writes to close that gap, one evidence-based technique at a time.

Sofía Vásquez

Educational Coach & Former ESO Guidance Counsellor

Sofía Vásquez worked for eight years as an orientadora (guidance counsellor) at IES Ramiro de Maeztu in Madrid, one of the most selective public secondary schools in the Community of Madrid, supporting ESO and Bachillerato students through academic transitions, EBAU preparation and learning-difficulty assessments. In 2021 she designed and led the school's first structured metacognition programme for 2nd-year Bachillerato students, which cut mean EBAU anxiety scores by 22% on the Escala de Ansiedad ante los Exámenes (EAE) instrument. She holds a Máster en Psicopedagogía from the Universidad Complutense de Madrid and a Licenciatura en Psicología Educativa from the Universidad Autónoma de Madrid. A certified bilingual coach (Spanish/English, ICF Associate level), she now runs a private coaching practice where she works with 15-20 students annually on metacognitive skill-building, study system design and exam anxiety management, with particular expertise in Selectividad and EBAU strategy for students targeting selective public universities in Spain. Her methodology draws on Cognitive Load Theory (Sweller), Retrieval Practice research (Roediger & Karpicke) and the Spanish Modelo Educativo Competencial. She is especially interested in how Latinx students in Spain experience the orientation system differently from domestic students, and she writes a monthly column for a Madrid-based family education magazine. She believes that most orientation advice fails students because it focuses on choosing a career rather than understanding how the student learns.

Giulia Rossi

Secondary School Teacher & Education Blogger

Giulia Rossi teaches Italian Literature and Latin at Liceo Classico Alessandro Manzoni in Milan, where she has been on staff for eleven years and currently leads the school's Lingue e Civiltà curriculum committee. A graduate of the Università degli Studi di Milano (Laurea Magistrale in Lettere Classiche, 110/110 con lode), she completed her abilitazione through the TFA Secondaria cycle (A11/A13 classes) and later trained teachers across the Lombardia region through MIUR-accredited professional development courses on differenziazione didattica and cooperative learning. Her specialty subjects are tightly defined: Maturità preparation for the written and oral Italian examination, teaching Latin grammar and prose translation to students aged 14-19, designing mappe concettuali and graphic organisers for complex literary texts, and applying formative assessment (valutazione formativa) in weekly classroom cycles. She co-authored a handbook on teaching Dante's Divina Commedia with contemporary cultural references, distributed to 12 licei classici in the Lombardia region. Mother of two teenagers, she runs a bilingual Italian/English blog with over 8,000 monthly readers from Italian families and expat communities in Switzerland and Germany. Her blog posts draw on INDIRE research and the principles of cooperative learning. Her teaching philosophy: classical literature is not a museum — it is the best available laboratory for learning to argue, to doubt and to write with precision.

Sanne de Vries

Educational Psychologist & CITO Specialist

Sanne de Vries holds an MSc in Pedagogical Sciences from Universiteit Utrecht, where her thesis examined the predictive validity of CITO Eindtoets scores across different socio-economic groups in the Utrecht province — a finding that was cited in a 2022 Onderwijsinspectie report on assessment fairness. She spent eight years working as an orthopedagogue at a VMBO-T/HAVO school in Utrecht, designing personalised learning plans for students with dyslexia and dyscalculia, and running biannual workshops for parents on interpreting CITO toets reports and the doorstroom (school transition) process. Her specialty areas include CITO Eindtoets preparation for students in Groups 7 and 8 of basisschool, navigating the HAVO/VWO recommendation process, supporting students with learning differences through centrale examens, and designing spaced-practice revision systems for secondary students in the VO. She is a gecertificeerd CITO-toetsspecialist and contributed to national guidelines on assessment accommodations for students with dyslexia published by the Expertisepunt Dyslexie, where she served as an associate researcher from 2021 to 2023. Sanne's writing combines the Dutch NRO (Nationaal Regieorgaan Onderwijsonderzoek) evidence base with practical family guidance that she has honed through hundreds of oudergesprekken (parent meetings) over her career. Her pedagogy conviction: children in the Netherlands are streamed too early and too rigidly — her role as an orthopedagogue was always to expand the ceiling of what a child was thought capable of, not to confirm existing expectations.

Mariana Costa

ENEM Expert & University Entrance Pedagogue

Mariana Costa is a pedagogue with 15 years of experience preparing students for the ENEM and vestibular exams at cursinho pré-vestibular courses in São Paulo, including a decade at Cursinho da Poli — the preparatory programme affiliated with the Escola Politécnica da USP and one of the most competitive free-access cursinhos in the country. A graduate of the Faculdade de Educação at USP (Universidade de São Paulo) with a specialisation in Psicologia da Educação, she has helped more than 3,000 students gain entry to top Brazilian federal universities including USP, UNICAMP and UNIFESP. Her specialty subjects are tightly defined: redação ENEM coaching with a focus on the argumentative structure required for nota 1000 (perfect score), ENEM interdisciplinary matrix navigation across the four knowledge areas (Linguagens, Ciências Humanas, Ciências da Natureza, Matemática), and vestibular-specific preparation for FUVEST and UNICAMP which use different formats from ENEM. She holds her Especialização em Psicologia da Educação from USP and has consulted for three preparatory schools in Grande São Paulo on curriculum alignment with the BNCC. Mariana's pedagogical approach is built on two convictions: that most vestibular failure is a time-management and priority-allocation problem, not an intelligence problem; and that the redação ENEM separates students more than any other section — a note 1000 is learnable by any student who practises the structure consistently for 60 days. She publishes free cronograma templates and subject-priority guides that circulate in Brazilian study communities on social media, with over 180,000 downloads to date.

Beatriz Almeida

Secondary Mathematics Teacher & National Exam Specialist

Beatriz Almeida has taught Mathematics to 10th, 11th and 12th-year students at Escola Secundária Rainha Dona Leonor in Lisbon for thirteen years, where she currently coordinates the school's Mathematics department and mentors three newly qualified teachers. Her focus is Exames Nacionais preparation and the IAVE assessment framework — she has attended IAVE's correction sessions as an invited observer twice since 2021, giving her insight into how national marks are calibrated that she translates directly into classroom strategy. Her classes consistently achieve results above the national average on the 12th-year Mathematics Exame Nacional (school mean: 709/1000 versus 580 national mean in 2024), a gap she attributes to two practices: weekly Testes Intermédios simulations starting in October, and systematic decoding of IAVE mark-scheme language so students learn exactly how partial credit is awarded. She holds a Mestre em Ensino de Matemática from the Faculdade de Ciências da Universidade de Lisboa and completed her formação inicial at the Instituto de Educação da UL. Beatriz is an active member of the Associação de Professores de Matemática (APM), has contributed trigonometry and calculus problem sets to the APM resources bank, and co-presented at the APM's 2023 national congress on "teaching proof in 11th-year Analysis". She writes about Testes Intermédios strategy, algebraic proof, trigonometric identities and integral calculus revision, and how to approach the Portuguese Exame Nacional with a mark-per-question mindset rather than topic coverage. Her conviction: exam success in Portuguese mathematics is 30% knowledge and 70% knowing what the IAVE cotação rewards.

James Whitfield

A-Level Philosophy Teacher, Loreto College Manchester

James has taught A-Level Philosophy and Religious Studies at Loreto College Manchester for 14 years across AQA, OCR and Edexcel specifications. MA Philosophy (University of Sheffield), former AQA Senior Examiner. Specialises in 25-mark essay technique, exam-board mark scheme decoding, and dialectical argument structure for Year 13 students.

Sarah Pemberton

GCSE English Teacher, Leeds (former AQA Examiner)

Sarah has taught GCSE English Language and Literature in Leeds for 11 years and served four years as an AQA 8700 examiner. PGCE English (University of Leeds), specialises in Paper 1 creative writing technique, Paper 2 viewpoints decoding, and grade 9-1 boundary strategy for Year 11 students.

David Crawshaw

A-Level Maths Teacher, Birmingham (AQA Examiner)

David has taught A-Level Mathematics in Birmingham for 18 years across AQA 7357, OCR H240 and Edexcel 9MA0. BSc Mathematics (University of Nottingham), AQA Senior Examiner. Specialises in Pure Mathematics proof, large data set Statistics, and Mechanics for Year 13 students targeting A* grades.

Olivia Hartwell

GCSE Maths Teacher, Sheffield

Olivia has taught GCSE Mathematics in Sheffield for 9 years across AQA 8300, Edexcel 1MA1 and OCR J560. PGCE Secondary Mathematics (Sheffield Hallam University). Specialises in Foundation/Higher tier calibration, circle theorems, simultaneous equations, and exam timing strategy for Year 11.

Mark Hollingsworth

A-Level Sociology Teacher, Bristol (former AQA Examiner)

Mark has taught A-Level Sociology in a Bristol comprehensive for 16 years and served as an AQA examiner. Specialises in Year 13 revision strategy, three-month exam sprint planning around Easter holidays, and study leave psychology for students approaching final exams.

Rebecca Linfield

Head of Year 11, Newcastle Secondary School

Rebecca has been Head of Year 11 at a Newcastle secondary school for 7 years, after teaching English KS4/KS5. Specialises in last-month GCSE revision sprints, parent communication during exam season, and grade 9-1 cross-subject planning across Maths, English, Sciences, MFL and Humanities.