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Jesse J. HeltonView profile

Associate Professor

• Child Maltreatment
• Adverse Childhood Experiences
• Food Insecurity
• +3 more

Jesse J. Helton, Ph.D., is an Associate Professor in the School of Social Work at Saint Louis University, where he has been since 2014. His research focuses on child maltreatment, adverse childhood experiences (ACEs), food insecurity, and disability, with notable work published in JAMA Pediatrics , Child Maltreatment , and Preventative Medicine . He holds editorial roles at the Child Maltreatment journal and serves on the Prevention Committee of the American Professional Society on the Abuse of Children. Dr. Helton’s community partnerships address child abuse prevention, food security, and family violence mitigation in collaboration with statewide and local organizations. Education: Ph.D. in Social Work, University of Illinois; M.A. in Social Work, University of New Hampshire. Research Interests: Dr. Helton’s work explores intersections between childhood trauma, socioeconomic factors, and health outcomes. Key themes include the impact of food insecurity on caregiver-child dynamics, disparities in ACEs among marginalized groups, and policy interventions to reduce maltreatment. His studies often employ mixed-methods approaches, combining quantitative data analysis with qualitative insights from affected communities. Awards: Recipient of the 2020 Association of Jesuit Colleges Leadership Institute award, 2018 Outstanding Young Alumni from Eureka College, and a 2014 Innovative Teaching Fellowship from SLU’s Reinert Center. Teaching: Courses include Principles of Statistics and Data Analysis , Research Methods for Diverse Societies , and Science of Helping . He emphasizes evidence-based practices and culturally responsive pedagogy. Labs/Teams: Collaborates with multidisciplinary teams across universities and NGOs, focusing on translational research to inform child welfare policies and community programs.

• Educational Leadership
• Implementation Science
• Capacity Building in Education
• +12 more

Pål Roland is a Professor at the University of Stavanger, Faculty of Arts and Education, and affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. He is based in Stavanger and actively contributes to research and dissemination in educational leadership, implementation science, and behavioral research in schools and kindergartens. His research interests focus on implementation science , capacity building in educational organizations , social and emotional learning , bullying prevention , classroom interactions , and leadership in change processes . He emphasizes systemic and organizational approaches to sustainable development in pedagogical settings. The recent articles highlight a consistent focus on implementation quality, professional learning communities, leadership in educational change, and behavioral support in early childhood and school contexts. His work bridges theory and practice, often involving collaboration with school leaders and practitioners. Scientific Awards: No awards explicitly mentioned in the provided text. Advising and Grants: No formal advisees or grant information is listed in the provided content. However, his extensive collaborative research and leadership in dissemination suggest active involvement in research projects and networks, likely supported by external funding. Labs and Teams: He is a key researcher at the Norwegian Centre for Learning Environment and Behavioral Research in Education , which functions as a research group focused on improving learning environments through evidence-based practices. He frequently collaborates with researchers such as Sigrun K. Ertesvåg, Ella Maria Cosmovici Idsøe, and others on projects related to bullying, SEL, and implementation.

April L. ZeniskyView profile

Research Professor

• Psychometrics
• Large-Scale Assessment
• Computer-Based Testing
• +4 more

April L. Zenisky is a Research Professor and Director of Computer-Based Testing Initiatives at the Center for Educational Assessment, University of Massachusetts Amherst. She specializes in psychometrics, large-scale assessment, and computer-based testing. Her work focuses on improving test designs, score reporting, and innovative item types for credentialing and educational programs. She leads projects like the Massachusetts Adult Proficiency Tests (MAPT-CCR) and has contributed to NAEP evaluations. Currently, she is the Associate Editor of the International Journal of Testing. Education: B.A. in English and Psychology from Amherst College (1997) Ed.D. in Educational Research from University of Massachusetts Amherst (2004) Research Interests: Dr. Zenisky’s work emphasizes practical applications of psychometric principles to real-world testing challenges, including adaptive testing paradigms, cross-cultural assessment, and actionable score reporting. She advocates for user-centric design in score reports and has pioneered methods for integrating technology into testing environments. Lab/Team: She directs the Center for Educational Assessment, collaborating with institutions globally on large-scale assessment projects. Her team develops tools for validating test designs and improving stakeholder communication of assessment outcomes.

• Mindfulness
• Social and Emotional Learning (SEL)
• Educator Well-being
• +3 more

Rebecca Baelen is a Research Fellow in the Department of Psychology at the University of Illinois Chicago. Her work focuses on mindfulness-based interventions in educational settings, with a particular emphasis on teacher well-being, social-emotional learning (SEL), and youth development. She has contributed to developing scalable mindfulness programs for K-12 educators and students, emphasizing culturally responsive practices and teacher-centered approaches to professional development. Her research also explores leadership frameworks rooted in mindfulness and yoga to improve school culture and organizational change. Key areas of research include: Mindfulness training for educators to enhance social-emotional competencies Optimal program design for youth across developmental stages Teacher resilience through self-compassion interventions Implementation science for school-based programs Her work bridges educational psychology, leadership studies, and contemplative practices, addressing systemic challenges in scaling mindfulness initiatives. Recent studies highlight barriers to student motivation in mindfulness programs and propose innovative solutions for universal school interventions.

• Educational Care
• Care Theory
• Interpersonal Theory
• +7 more

Dr. Sean Schat is an Associate Professor of Education at Redeemer University , where he teaches courses including Development and Learning , History and Philosophy of Education , and Teaching Practice: Classroom Management . He holds a PhD in Cognition and Learning from Brock University (2019) and an M.Ed. in Curriculum and Instruction from Dordt University (2009). Education : PhD (Cognition and Learning, Brock University, 2019), M.Ed. (Curriculum and Instruction, Dordt University, 2009), B.C.Ed. (Redeemer University, 1994) His research focuses on Educational Care and its intersections with Interpersonal Theory , Perceptual Theory , and Invitational Theory , particularly within Distinctively Christian Education . He explores Teacher-Student Relationships and Young Adult Faith Development . His publications emphasize theoretical frameworks like invitational theory and care theory, with recent works analyzing their applications in classroom ethos, democratic practices, and student welfare. Dr. Schat has presented at conferences such as the International Christian Community for Teacher Education (ICCTE) 2024 Conference , focusing on Christian philosophy of education and opportunities for scholarly collaboration. His workshops cover topics like Cooperative Learning , Assessment and Evaluation , and Curriculum Design .

Catherine H. AugustineView profile

Professor

• Education Policy
• Education Reform
• Summer Learning
• +4 more

Catherine H. Augustine is Vice President of Workplace Services and Real Estate, Director of the RAND Pittsburgh Office, and Professor of Policy Analysis at the RAND School of Public Policy. Her research focuses on improving academic, social, and emotional outcomes for students through education policy, reform, and out-of-school-time programs. Education: Ph.D. and M.A. in education from the University of Michigan. Augustine's work emphasizes social and emotional learning (SEL) , summer learning programs , and after-school initiatives , particularly in urban and low-income contexts. She has led national studies on SEL in six urban communities, examined the community school model , and conducted a 9-year longitudinal analysis of summer learning effectiveness. Her research also includes systematic evidence reviews under the Every Student Succeeds Act (ESSA) and randomized controlled trials (RCTs) of restorative practices in 44 schools. She actively participates in public discourse through commentaries, podcasts, and Reddit AMAs, discussing topics like year-round schooling, teacher training, and mitigating the summer slide for disadvantaged students. Board Memberships: The World Affairs Council The Will Allen Foundation The Mentoring Partnership Eradicate Hate

• Curriculum and Instruction
• Literacy Education
• Teacher Self-Efficacy
• +9 more

Sarah Grant is Associate Professor in the Practice of Education and Director of Graduate Programs in Education at Gordon College's Herschend School of Education. She earned her B.S. in middle school education and English from Gordon College, followed by an M.Ed. in Educational Leadership from the University of Southern Maine, and completed her Ed.D. in Curriculum and Instruction at Northeastern University. With extensive experience in PreK–12 education, including teaching, instructional coaching, and administrative leadership, she brings practice-based expertise to her academic role. Her research and professional passions focus on advancing instructional best practices. Key areas include disciplinary literacy , tiered instruction , student engagement , restorative discipline , and the integration of social-emotional learning (SEL) into classroom instruction. She investigates how teacher self-efficacy and philosophical orientations influence instructional decision-making, as well as the challenges educators face in implementing evidence-based strategies. Her work also extends into adult learning theory, examining how teacher-learners perceive and apply best practices in real-world educational settings. This holistic approach bridges theory and practice in teacher development and curriculum design. B.S., Middle School Education and English – Gordon College M.Ed., Educational Leadership – University of Southern Maine Ed.D., Curriculum and Instruction – Northeastern University While no publications or awards are listed in the provided text, her leadership in graduate education and deep engagement with pedagogical innovation suggest a strong commitment to advancing teacher education. As Director of Graduate Programs in Education, she plays a key role in shaping future educators and developing sustainable models for instructional improvement. Sarah Grant advises graduate students in education leadership and curriculum studies, though specific names of advisees are not mentioned. There is no public information regarding external grants or funded research projects. She is likely involved in program development and faculty mentoring within the Herschend School of Education. She is actively engaged in the academic and professional life of Gordon College and contributes to the mission of preparing reflective, effective educators grounded in both research and practice.

Kaleb GerminaroView profile

Assistant Professor

• Black & Design Education
• Spatial Justice
• Environmental Justice
• +5 more

Kaleb Germinaro, PhD, is an Assistant Professor in the Department of Curriculum & Instruction at the University of Illinois at Chicago's College of Education. His work focuses on spatial justice, disability studies, and Black youth empowerment through community-based design and learning environments. He holds a PhD in Learning Sciences & Human Development from the University of Washington, an MS in Human Development from the University of Pennsylvania, and a BA in Philosophy, Politics & Economics with Urban Studies focus from the same institution. His research explores intersections of race, disability, and environmental justice through spatial orientations. Notable contributions include studies on youth engagement in community design, Black spatial storytelling, and healing through geography. He co-leads the Estelita's Library social justice initiative and advises Sawhorse Revolution's youth-driven space-building projects. Key honors include the 2023 AAG Dissertation Award and the University of Washington's Gatzert Fellowship. Germinaro's grants include City of Seattle Equitable Development Initiative stewardship and a Donaghue Foundation co-PI role. His work emphasizes spatial belonging, mental well-being, and participatory methodologies. Professional memberships span the Association of American Geographers and Black in Design.

Liza BerdychevskyView profile

Associate Professor

• Leisure Studies
• Tourism
• Health and Wellbeing
• +5 more

Liza Berdychevsky is an Associate Professor in the Department of Recreation, Sport and Tourism at the University of Illinois at Urbana-Champaign, with affiliations to the Coordinated Science Lab and Center for Social & Behavioral Science. Her research bridges health, sexuality, and leisure studies, focusing on vulnerable populations like older adults and transgender individuals. PhD in Health and Human Performance (University of Florida) MBA in Business Administration (Ben-Gurion University of the Negev, Israel) BA in Hotel and Tourism Management (Ben-Gurion University of the Negev, Israel) Her work examines sexual risk-taking, positive sexuality, and leisure as a coping mechanism during crises like the COVID-19 pandemic. She publishes in top-tier journals and leads editorial roles at Leisure Sciences and Tourism Management . Key themes include gender-sensitive leisure research, social justice, and methodological innovation in qualitative and mixed-methods designs. Recent publications highlight cannabis use as leisure, cybersex profiling, and gang involvement’s impact on wellbeing. She co-edited books on sex in tourism with Channel View Publications and Leisure Sciences special issues. Awards include induction as a Fellow in The Academy of Leisure Sciences (2025).

Sarah SassView profile

Professor

• Clinical Psychology
• Mental Health
• Rural Health
• +7 more

Dr. Sarah Sass serves as Interim Chair and Professor of Psychology in the Department of Psychology & Counseling at the University of Texas at Tyler. She holds a Ph.D. and M.A. from the University of Illinois, Urbana-Champaign, and a B.A. from the University of Minnesota, Minneapolis. Her research focuses on anxiety and depression treatment/prevention, emphasizing rural populations and innovative care delivery methods. She employs psychophysiological techniques and collaborates with faculty across psychology, counseling, education, and engineering. Teaching spans graduate and undergraduate psychology courses. Dr. Sass’s work bridges clinical practice and community needs, addressing barriers to behavioral health care through methodological rigor and interdisciplinary collaboration. Recent research trends include telehealth adoption during pandemics, dual-continua mental health models, and the neurophysiological underpinnings of attention and emotion regulation.

• Mental Health
• Trauma
• Grief and Loss
• +7 more

Sherri Rebman, M.A., R.C.C., serves as an Adjunct Professor at the University of Victoria while maintaining active clinical roles as District Counsellor for Langley School District and private practice owner at SLT Rebman Counselling & Consulting. With over 30 years of cross-sector experience, she has provided mental health services across British Columbia's education system, government agencies, police departments, and probation services. Her academic credentials include: Master's in Counselling Psychology, University of Victoria, 2003 Post Graduate Diploma in Counselling, University of British Columbia, 1996 Bachelor of Education, University of British Columbia, 1982 Rebman's clinical expertise focuses on trauma, grief, and anxiety disorders through specialized frameworks like Social Emotional Learning (SEL) and mindfulness-based interventions. She develops safety protocols for vulnerable populations including children with learning disabilities, at-risk youth, and adults experiencing systemic wellness challenges, bridging clinical practice with educational environments from kindergarten through post-secondary settings. Her publications examine trauma in criminal justice contexts and school-based crisis management systems, revealing consistent themes of organizational psychology applications and interdisciplinary mental health support within institutional frameworks. As Counselling Practicum Supervisor for UVic's Master's program, Rebman mentors emerging clinicians through courses like Counselling Field Experience (ECC 601) and School Counselling Internship (EGC 605). Her district-level work involves creating suicide risk protocols across BC school systems, though specific grant funding details remain undocumented in available materials.

Emily J. OzerView profile

Professor

• School-Based Health Promotion
• Community-Based Participatory Research
• Youth Empowerment Programs
• +3 more

Emily J. Ozer is a Professor of Community Health and Human Development at the UC Berkeley School of Public Health, affiliated with Berkeley Social Welfare. She specializes in behavioral science theory, mental health, and program evaluation. Her research focuses on school-based health promotion, post-traumatic stress disorder (PTSD), and community-based participatory research (CBPR), with a particular interest in how school contexts influence program outcomes. Current work includes a multi-method study on empowerment-oriented participatory research interventions in San Francisco public schools. Her research integrates collaborative-participatory approaches with traditional scientific methods, emphasizing the impact of collaborative processes on intervention outcomes. Key themes include youth-led participatory action research (YPAR), adolescent sleep barriers, and opioid use prevention. Dr. Ozer’s work bridges academic research with practical applications, advocating for institutional changes to support public health equity and youth empowerment. Education: Not explicitly listed in provided materials Her publications emphasize youth empowerment through participatory research, addressing issues like school climate, technology use, and health disparities. She has explored innovative methods for scaling YPAR via technology and influencing school district policies. Grants and collaborations focus on institutional change mechanisms, community-academic partnerships, and policy advocacy. She leads projects integrating YPAR into school-wide positive behavioral interventions and supports (PBIS). Labs/Teams: Active in community-based research networks, particularly in San Francisco schools and institutions addressing systemic inequities in public health.

Margaret McCullochView profile

Senior Tutor

• Inclusive Education
• Teacher Education
• Curriculum Development
• +3 more

Margaret McCulloch is a Senior Tutor at the School of Education, University of Glasgow, working part-time since retiring from full-time employment in February 2021. Her academic background includes a Doctor of Education (EdD) from the University of Glasgow (2009), specializing in narrative inquiries into teacher education transitions. She holds extensive qualifications in education, psychology, and music. Her research focuses on inclusive education, professional identity of teacher educators, and curriculum development. She has authored/co-authored influential books such as Understanding Teaching and Learning in Primary Education (2014/2018) and contributed chapters on topics like social-emotional learning and transitions in education. Her work bridges theory and practice, emphasizing reflective pedagogy and equity in education. Margaret has held leadership roles including Programme Leader for the MEd Inclusive Education (2018–2019), Disability Coordinator (2008–2014), and Ethics Officer (2014–2016). She currently line-manages a team of Associate Tutors. Her career spans over 40 years, including primary school teaching, SEN coordination, and adult education roles. She also worked as a nursing assistant in hospice care, reflecting her commitment to holistic well-being. Her publications span conference papers, book chapters, and research reports on topics such as professional development of teacher educators and assessment practices. Her work highlights interdisciplinary approaches to education, blending psychology, sociology, and policy analysis.

Ruchi BhatnagarView profile

Associate Clinical Professor

• Teacher Education Assessment
• Teacher Education Accreditation
• Educational Policy and Equity
• +5 more

Ruchi Bhatnagar is a Clinical Associate Professor at Georgia State University’s College of Education & Human Development (CEHD). She serves as the unit’s assessment coordinator, overseeing accreditation and evaluation efforts. Her work bridges policy and practice, focusing on teacher education accountability, culturally responsive pedagogy, and equity in education. Bhatnagar holds a Ph.D. in Teacher Education from the University of Michigan (2008), alongside master’s degrees in Child Development and Educational Policy. Education: Ph.D. in Teacher Education, University of Michigan, Ann Arbor (2002–2008) M.A. in Educational Foundations, University of Michigan (2006) M.S. in Child Development, Delhi University, India (1996–1998) Bachelor of Science, Delhi University, India (1993–1996) Research Interests: Dr. Bhatnagar’s work examines teacher education policy, assessments, and program evaluation. She investigates how urban teacher preparation programs address equity, social justice, and culturally responsive teaching. Her research also explores novice teachers’ experiences, particularly during the pandemic, and the role of edTPA in teacher certification. She advocates for policies that support teacher retention in high-needs schools. Professional Engagement: Bhatnagar represents Georgia State in state-level education initiatives (e.g., Georgia Assessment Directors Association), serves as a GaPSC program accreditation reviewer, and contributes to national journals like Ubiquity: The Journal of Literature, Literacy, and the Arts . Her 2022 article on culturally responsive pedagogy during the pandemic highlights her focus on adapting equity-centered practices to crises. Awards: Recipient of Georgia State’s Teaching for Social Justice Award Advising & Grants: While no student advisees are listed, her work directly impacts teacher preparation programs. She collaborates with the Georgia Department of Education and institutions like the Adult Literacy Research Center to advance education equity. Labs & Teams: Active in CEHD’s research centers, including the Center for Research on Atypical Development and Learning (CRADL) and the Ken Matheny Center for the Study of Stress, Trauma, and Resilience. Her cross-functional collaborations drive systemic improvements in teacher education.

• Psychology
• ADHD Research
• Mental Health Stigma
• +3 more

Mark J Sciutto is a Professor in the Department of Psychology at Muhlenberg College. He holds a Ph.D. and M.A. from Hofstra University and a B.A. from Villanova University. His teaching philosophy focuses on transformative education across psychology courses including Abnormal Psychology, Developmental Psychopathology, and Psychological Statistics, aiming to foster student growth through challenging academic experiences. Dr. Sciutto's research examines psychological help-seeking barriers, with two primary focuses: (1) stigma and misconceptions surrounding ADHD and other disorders, investigating how beliefs impact treatment decisions and social perceptions; and (2) mindfulness interventions in educational settings through partnerships with organizations like the Shanthi Project. His work emphasizes real-world applications in schools and clinical contexts. Analysis of his recent publications reveals strong trends in ADHD research (diagnosis, stigma, adult adaptation), educational psychology (teaching methods, curriculum design), and mindfulness interventions. His scholarship consistently addresses practical applications in clinical, educational, and workplace settings. Notable recognition includes the Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching (2016) He actively mentors students in research, with over 25 advisees contributing to conference presentations and publications. While no grants are explicitly mentioned, his community partnership with the Shanthi Project demonstrates applied research collaboration. He leads research seminars and teams focused on mindfulness and stigma studies.