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Mark de RondView profile

Professor

• Organisational Ethnography
• Extreme Context Research
• Negotiation and Mediation
• +4 more

Mark de Rond is Professor of Organisational Ethnography at Cambridge Judge Business School and Fellow of Darwin College, University of Cambridge. His work focuses on immersive ethnographic studies of human behavior in extreme contexts including war zones, high-stakes sports, and controversial social movements, revealing how individuals navigate challenging circumstances through compromise and sensemaking. His educational background includes a DPhil from the University of Oxford alongside advanced degrees in management and economics, photojournalism, documentary photography, biography, creative nonfiction, and prose fiction. This multidisciplinary training informs his unconventional methodological approach. De Rond's research centers on extreme context ethnography, examining how pressure-cooker environments expose fundamental organizational dynamics. His work spans military medicine (Camp Bastion fieldwork), elite sports (Cambridge Boat Race), Amazon river expeditions, and controversial practices like paedophile hunting. Key contributions explore negotiation, conflict resolution, serendipity, institutional persistence, and the emotional toll of fieldwork, often employing innovative methods like enactive ethnography and linguistic analysis of digital communities. His recent publications reveal a growing focus on digital vigilantism and the societal implications of extreme practices, with increasing interdisciplinary reach across organizational studies, criminology, medical anthropology, and sociology. The work demonstrates methodological creativity through linguistic analysis of Facebook groups, embodiment studies in extreme environments, and dream-based reflexive techniques. Scientific recognition includes: BEST ARTICLE AWARD FOR 2016 Favorite MBA Professor honors from Poets & Quants (2021, 2022) Guinness World Record for first unsupported Amazon row De Rond advises MBA students and delivers executive education to top law firms (Slaughter and May, Allen & Overy), professional services (McKinsey, KPMG), corporations (Sky, BT, Diageo), and NGOs (UNICEF, NHS). His negotiation training from Harvard Law School informs both academic work and university mediation practice. Current research involves collaborative teams studying paedophile hunting (featured in Sundance-nominated documentary Predators ) and high-performance sports organizations, with fieldwork requiring deep immersion in challenging environments. His research methodology involves embedded collaboration with diverse teams including medical personnel in conflict zones, elite rowers, and controversial activist groups, often pushing methodological boundaries through photojournalism and creative nonfiction approaches.

Mehmet Esat BelviranliView profile

Assistant Professor

• Heterogeneous Architectures
• Runtime Systems
• Performance Modeling
• +5 more

Mehmet Esat Belviranli is an Assistant Professor in the Computer Science Department at the Colorado School of Mines, where he directs the High Performance Systems and Software Lab (HyperSys). His research focuses on increasing resource utilization in heterogeneous architectures through runtime systems, scheduling algorithms, and performance modeling, with publications in top venues including MICRO, PPoPP, and SC. Education: Ph.D. in Computer Science, University of California, Riverside (2016) M.S. in Computer Science, Bilkent University (2009) B.S. in Computer Science, Bilkent University (2006) Belviranli's research spans heterogeneous architectures, runtime systems, performance modeling, parallel programming, autonomous computing, deep learning acceleration, cyber-physical systems, and edge-cloud platforms. His work develops analytical models and programming abstractions to address resource management, scheduling, and security challenges in diversely heterogeneous systems, with applications in edge computing, autonomous systems, and machine learning acceleration. Recent projects emphasize real-world constraints and security implications. His publication trends reveal increasing focus on edge-cloud resource management (e.g., HARNESS), security vulnerabilities in heterogeneous systems (e.g., MC3), and deep learning acceleration under resource constraints. Key themes include memory contention modeling, scheduling for cyber-physical systems, and concurrent DNN execution, reflecting a shift toward practical deployment in security-sensitive edge environments. Scientific Awards: U.S. Air Force Research Lab Summer Faculty Fellowship Award (2022) U.S. Air Force Research Lab Summer Faculty Fellowship Award (2021) Oak Ridge National Laboratory Significant Event Award (2019) Best Paper Finalist, IEEE HPEC 2018 Outstanding Paper Award, DATE 2024 Belviranli mentors Ph.D. students Ismet Dagli (MLCommons Rising Star 2024, CGO'24 SRC finalist) and Justin Davis (DATE'24 Outstanding Paper Award winner). He has secured $2M+ in funding from NSF, DoE, and SRC, including an NSF-SaTC grant on mobile security (2024), a DoE grant on superconductive systems (2023), and an NSF FuSe grant on graphene nanoribbons (2023), often leading multi-institutional teams from Rochester, Virginia, Arizona, and Minnesota. The HyperSys Lab develops ecosystems for high-performance heterogeneous systems, with recent projects including HARNESS for edge-cloud resource management and MC3 for mobile SoC security. The lab has received equipment donations from Google Coral.ai and Xilinx, and collaborates with national labs on security challenges and next-generation semiconductor technologies.

Deborah Rivas-DrakeView profile

Professor

• Ethnic-Racial Identity Development
• Youth Development
• Social-Emotional Learning (SEL)
• +7 more

Deborah Rivas-Drake is the Stephanie J. Rowley Collegiate Professor in the Marsal Family School of Education and a Professor of Psychology in the College of Literature, Science, and the Arts at the University of Michigan. Her research focuses on how educational, familial, and community contexts shape adolescents’ racial and ethnic identity, socioemotional well-being, and civic engagement. She co-directs the Contexts of Academic + Socioemotional Adjustment (CASA) Lab, emphasizing practices that disrupt racism and xenophobia. Her work is funded by NSF, Spencer Foundation, and W.T. Grant Foundation. She has authored/co-authored influential books like Below the Surface: Talking with Teens about Race, Ethnicity, and Identity , which won major awards. She holds leadership roles in SRCD and SRA committees, advocating for equity in education and youth development. Her research highlights the role of ethnic-racial socialization, discrimination, and intergroup contact in youth outcomes. She collaborates with educators and policymakers to translate research into practical tools for schools and families. Key contributions include frameworks for equity-focused social-emotional learning (SEL), strategies for undocumented families, and interventions to foster civic responsibility. Her grants include initiatives like the 'INVITE: Inclusive and Innovative Intelligent Technologies for Education' project and measures of equity-based SEL practices. Rivas-Drake’s awards reflect her impact on developmental science and policy. She bridges academia with community engagement, advising school districts and organizations like CASEL and Sesame Workshop. Her work underscores intersectionality, emphasizing how race, class, and immigration status interact to shape youth experiences. The CASA Lab’s interdisciplinary approach addresses systemic inequities through rigorous research and actionable solutions.

Priya LalView profile

Associate Professor

• Modern African History
• Decolonization
• African Socialism
• +4 more

Priya Lal is an Associate Professor in the History Department at Boston College, based in Stokes Hall. She holds a B.A. from Columbia University and a Ph.D. from New York University. Her research focuses on modern African history, particularly East Africa, with an emphasis on decolonization, nationalism, development policies, African socialism, and gender dynamics. She currently leads a project on the transnational training and labor of educational/medical professionals in post-independence southeastern Africa, supported by major fellowships from the ACLS. Her first book, African Socialism in Postcolonial Tanzania , examines the ujamaa villagization initiative and won prestigious recognition. Her work bridges micro-historical analysis with global frameworks, exploring how Tanzanian socialist policies intersected with transnational movements. Research interests include Cold War-era ideological exchanges, the gendered dimensions of developmental labor, and the material connections between African and Asian revolutionary movements. She has published widely in top journals like Humanity and Africa: Journal of the International African Institute , with articles addressing topics such as Maoism in Tanzania and the New International Economic Order. Professor Lal’s awards reflect her scholarly impact, including the ACLS Burkhardt Fellowship and a book prize honorable mention. Her teaching spans African history and global modern history, with courses emphasizing comparative postcolonial experiences. Current research expands beyond Tanzania to consider broader themes of resource sovereignty and transnational professional networks in decolonizing contexts.

Kimberly BeckerView profile

Professor

• Child Mental Health
• Treatment Engagement
• Clinical Decision Support
• +3 more

Kimberly Becker is Professor in the Department of Psychology at the McCausland College of Arts and Sciences, University of South Carolina. She holds a BA from College of William & Mary, PhD from University of Arizona, Clinical Respecialization Certificate from University of Hawaii, completed clinical internship at Kennedy Krieger Institute, and postdoctoral fellowship at Johns Hopkins University. Dr. Becker directs the Becker Lab focused on extending mental health service reach and effectiveness. Her research encompasses: Treatment engagement strategies for youth/families Clinical decision support tools development Workforce training through supervision/coaching Expanding mental health workforce capacity School-based intervention implementation Dr. Becker's publications demonstrate consistent focus on mental health services research. Recent work (2023-2025) examines clinical decision-making, implementation science, school-based services during COVID-19, and cross-cultural interventions. Her articles frequently address treatment engagement barriers, workforce development, and scalable service models in diverse settings. Her research has been supported by: William T. Grant Foundation Klingenstein Foundation National Institute on Drug Abuse She trains doctoral students in evidence-based psychosocial treatments and clinical decision-making. Dr. Becker mentors students in developing research programs to improve mental health services for underserved populations. She leads the Becker Lab whose mission emphasizes equity, authentic partnerships, applied science, and paradigm-shifting approaches to children's mental health services.

Matias Thuen JørgensenView profile

Associate Professor

• Tourism
• Sustainable Tourism
• Tourism Development
• +6 more

Matias Thuen Jørgensen is an Associate Professor and head of the Center for Tourism Research at Roskilde University, Denmark, within the Department of Social Sciences and Business. His interdisciplinary research bridges business studies, sociology, and human geography to examine tourism's societal impacts, with empirical focus on Chinese tourism markets and Nordic destinations. He holds a PhD in Tourism Management from The Hong Kong Polytechnic University (2017), awarded through the competitive Hong Kong PhD Fellowship Scheme. His educational foundation combines rigorous academic training with field expertise in tourism phenomena. The PhD research at Hong Kong Polytechnic University established his methodological approach to analyzing tourism distribution systems through Activity Theory and Actor-Network Theory frameworks. Jørgensen's research critically examines tourism's role in sustainable community development, emphasizing how mundane everyday experiences create destination value in Nordic contexts. His work explores social value creation through tourist-resident interactions, regenerative tourism models like CopenPay, and the socio-economic implications of tourism transitions in peri-urban areas. Key themes include the ethical dimensions of tourism development, community mobilization through social entrepreneurship, and the complex interplay between tourism policy and local realities. Analysis of his 15 most recent publications reveals dominant trends in regenerative tourism frameworks, micro-level host-guest interactions, and policy responses to overtourism challenges. His scholarship increasingly focuses on climate-responsive tourism models, ethical pricing mechanisms in aviation, and regulatory approaches to short-term rentals, demonstrating consistent evolution toward solution-oriented sustainability research. Notable recognitions include: Hong Kong PhD Fellowship Scheme (2014) Nomination for Danish National University Teaching Award (2023) Peter Keller Award (2022) Roskilde University Teaching Prize (2022) Teacher of the Year Award, Roskilde University (2022) As principal investigator on seven research projects totaling over 3 million DKK in funding, Jørgensen has secured grants from diverse sources including industry partnerships and public research councils. Current projects include the SeNSE initiative on sustainable nature-based tourism entrepreneurship and the Tourism Business Model Tool development. He actively supervises doctoral research on social value creation in urban tourism encounters while contributing to policy formulation through UNWTO engagements and frequent media commentary. Leading the Center for Tourism Research (CFTR), he fosters cross-disciplinary collaboration between academics, industry stakeholders, and policymakers. His recent activities include organizing the 2025 Academy of Management symposium on tourism transitions and establishing the 'Tourism and Everyday Life in Cities' research network, positioning CFTR at the forefront of contemporary tourism scholarship.

• Cybersecurity
• Information Security
• Social Engineering
• +5 more

Marcus Nohlberg is an Associate Professor in the Department of Information Technology at the University of Skövde, Sweden. His primary academic affiliation is with the School of Informatics where he serves as a course coordinator for multiple bachelor-level courses in information security. He maintains an active research profile with numerous publications in cybersecurity, particularly focusing on human aspects of security. His research interests center on cybersecurity training methods, social engineering, usable security, and information security management. Nohlberg has developed the Context-Based Micro-Training (CBMT) framework, which has become a significant contribution to security awareness training. His work frequently examines how cognitive factors impact security behaviors and how training can be designed to be more effective and accessible. His publication trends show a consistent focus on human-centered security approaches, with recent work expanding into automotive cybersecurity, digital inclusion for seniors, and relationship security aspects. His research demonstrates a strong interdisciplinary approach, bridging computer science with psychology, education, and organizational behavior. Nohlberg has received recognition through numerous publications in reputable journals and conferences including Information and Computer Security, Computers & Security, and various IFIP WG 11.12 symposiums. His work often appears in Human Aspects of Information Security and Assurance conferences. He has led several research projects including "Development of Decision Support for Users in Risky Online Situations" (2020-2022) and "Information Security Training with Context-Based Microtraining" (2019-2020), demonstrating his commitment to translating research into practical security solutions. His work frequently involves collaboration with Swedish municipalities, auto workshops, and other organizations to address real-world security challenges. Nohlberg maintains active engagement with the public through media appearances and popular science presentations at the University of Skövde, discussing topics like AI risks and opportunities, digital security in relationships, and BankID accessibility issues.

Natalie DavisView profile

Assistant Professor

• Learning Sciences
• Sociopolitical Development of Children
• Cultural Ecologies
• +5 more

Natalie R. Davis is an Assistant Professor in the Department of Critical Studies in Education at the University of Michigan’s Marsal Family School of Education. Her work focuses on sociopolitical development of children from non-dominant communities, particularly Black children in urban environments, emphasizing culturally responsive pedagogies and community-engaged research. She holds a PhD in Educational Foundations from U-M, a B.A. from Columbia University, and an M.A. in Elementary Teaching. Her research explores teaching-learning relationships, cultural ecologies, and methodologies that center youth agency. She collaborates with museums, non-profits, and schools on projects like the Climate Justice Seed Project, integrating environmental justice and place-based learning. Key awards include National Academy of Education/Spencer and SRCD fellowships, NSF funding, and the AERA Division G distinguished dissertation award. Her grants include a 2023–2025 project on justice-oriented elementary teaching and a water literacy initiative along the Mississippi River.

Tülin HaşlamanView profile

Associate Professor

• Educational Technology
• Instructional Design
• Self-Regulated Learning
• +3 more

Tülin Haşlaman is an Associate Professor at the Department of Elementary Education - Primary Education, TED University. She holds roles as a Coordinator and Vice Head of Department. Her teaching portfolio includes courses such as Instructional Technologies, Technology-Enhanced Language Learning, and Micro Teaching, reflecting her expertise in educational technology and pedagogical innovation. Her research focuses on ICT integration in education, self-regulated learning strategies, and teacher development. Notable areas of interest include the use of digital storytelling for computational thinking, infographics in supporting student autonomy, and smartphone addiction among university students. She has also studied the impact of social media platforms like Facebook on teacher training and the integration of ICT into teaching processes. Dr. Haşlaman’s work emphasizes bridging technology with educational practices, particularly in primary education contexts. Her articles highlight themes such as pre-service teacher digital competency, disabled teachers’ technology integration challenges, and peer assessment in online environments. Despite her extensive academic contributions, she has no explicitly listed awards or grants in the provided materials. Her courses over the years span foundational education topics like Learning Environments, Observation in Schools, and Research Methods, demonstrating a commitment to both theoretical and applied aspects of education. While she has not specified any affiliated labs or teams, her teaching and research activities suggest active engagement in educational technology initiatives and teacher professional development programs.

• Entrepreneurship
• Enterprise Education
• Leadership
• +8 more

Dr. Joan Lockyer serves as the Assistant Director of the International Centre for Transformational Entrepreneurship (ICTE) at Coventry University , under the Faculty of Business and Law . With a PhD in Entrepreneurship from Keele University (2003) and a BA (Hons) in Business Studies from Preston Polytechnic (1985), she has 15 years of experience in higher education and over a decade in industry and consultancy. Her work bridges entrepreneurship education, leadership, and innovation across global contexts. Education : PhD (Keele, 2003), BA (Preston Polytechnic, 1985) Lockyer’s research focuses on transformational entrepreneurship , emphasizing its role in education, leadership, and innovation. She has led European projects exceeding €5M, such as KNOW-ECO, DISTRICT+, EUEN, and TRADEIT, and collaborated in Oman, South Africa, China, Nigeria, and Palestine. Her expertise spans curriculum design for enterprise skills, venture creation programs, and eco-innovation initiatives. She co-developed the International Enterprise Educators Programme (IEEP) and designed modules for enterprise education across disciplines. Additionally, she contributes to academic governance as an external examiner at the Institute of Banking (Ireland) and Plymouth University. Her recent publications explore gender dynamics, apprenticeships, and technology’s impact on entrepreneurship. Scientific Awards : Not explicitly mentioned. Teaching & Advising : She has taught across all academic levels (undergraduate to doctoral) and professional development programs, focusing on experiential learning and SME support systems. Labs & Teams : Central to the ICTE, Lockyer collaborates on international projects, co-develops incubation programs, and works with diverse teams in eco-innovation, policy research, and cross-cultural entrepreneurship.

Rachel BurkeView profile

Associate Professor

• Applied Linguistics
• TESOL Education
• Cultural and Linguistic Diversity (CALD)
• +4 more

Associate Professor Rachel Burke is an Applied Linguist and TESOL educator in the School of Education at the University of Newcastle, affiliated with the College of Human and Social Futures. Her research focuses on linguistically and culturally diverse educational contexts, critical examination of policy impacts, and praxis-driven approaches to language education. She holds a PhD and has extensive experience in refugee education, forced migration studies, and equity in higher education. Research Interests: Dr. Burke’s work spans sociolinguistics, TESOL curriculum development, and educational equity for marginalized groups. Her recent projects explore the linguistic experiences of refugee/asylum seeker students, ethics in fragile research contexts, and digital empowerment for displaced learners. She employs critical discourse analysis to examine structural inclusion/exclusion mechanisms in education systems. Key Contributions: Her 2023 co-authored book Questioning Care in Higher Education challenges conventional definitions of academic service. Over 26 peer-reviewed articles and 12 book chapters address topics like EMI in Vietnam, mental health in teacher education, and policy barriers for asylum seekers. She has secured $418k in grants including the Scanlon Foundation’s Unity Works initiative supporting refugee employment. Grants & Impact: Leads projects like Refugee Mothers & Children Toolkit (Perpetual Limited, 2021) and co-leads the Co-designing Legal Literacy Resources grant (2024). Her work informs institutional policies on linguistic equity and asylum seeker access to education. Supervision: Supervises 12 current PhD students researching topics from EFL pedagogy in Vietnam to wellbeing in primary education. Her mentorship focuses on ethical research practices in sensitive contexts.

Ilona BuchemView profile

Professor

• Digital Media
• Communication
• Collaboration
• +10 more

Prof. Dr. Ilona Buchem is a Professor of Communication and Media Studies at the Berlin University of Applied Sciences (BHT), Department I of Business and Social Sciences. She serves as Head of the Communication Laboratory and leads research in human-robot interaction, educational robotics, and technology-enhanced learning. Her work spans multiple interdisciplinary projects including Social Robotics, Open Virtual Mobility, and ePA-Coach, focusing on digital media for communication, collaboration, and digital sovereignty for older adults in healthcare contexts. Dr. Buchem holds a doctorate in business education from Humboldt University and a certificate in business administration from the University of St. Gallen, Switzerland. Her academic background bridges business education with digital media expertise, positioning her at the intersection of technology and communication for innovative educational approaches. Her research interests focus on human-robot interaction in educational contexts, social robotics for learning, AI applications in education, and digital media for communication and collaboration. She explores how robots can serve as educational tools in business studies, language learning, and health-related applications. Her work also investigates digital sovereignty, particularly for older adults using electronic health records, and the use of open digital credentials like Open Badges for recognizing learning achievements. The integration of gamification elements with social robots represents another significant strand of her research, enhancing student engagement and learning outcomes. Analysis of her recent publications reveals a strong focus on practical applications of social robots in educational settings, particularly examining student perceptions of different robot platforms (NAO, Pepper, Furhat). Her work increasingly integrates generative AI with robotics, exploring conversational interfaces and new learning paradigms. There's also a consistent thread examining digital literacy for seniors, especially regarding electronic health records, and innovative approaches to recognizing learning through micro-credentials and digital badges. Dr. Buchem actively supervises numerous bachelor's and master's theses across multiple programs including Business Administration: Digital Economy and Media Informatics Online. She has established a digital award system based on Open Badges to recognize outstanding thesis work with top grades. Her research is supported through various funding sources including BMBF, EU, DFG, and industry partners, with projects spanning social robotics, virtual reality applications, and digital credentialing systems that connect academic research with practical applications. She leads the Communication Laboratory at BHT and is actively involved in the 'House of Robotics' initiative at the university. Her work connects with international partners through projects like Social Robotics (EU) and Open Virtual Mobility, creating a global network for educational robotics research and development that bridges European institutions and promotes cross-cultural educational exchange.

Mike RyderView profile

Lecturer

• Digital Marketing
• Science Fiction Analysis
• Biopolitics
• +5 more

Dr. Mike Ryder is a Lecturer in Marketing at Lancaster University's Management School, specializing in interdisciplinary research bridging literature, philosophy, technology studies, and marketing. He teaches modules such as Digital Marketing, Social Media, and serves as Programme Director for the MSc Digital and Social Media Marketing. His research explores the intersection of new technologies with ethics, biopolitics, and science fiction. He holds a PhD ('Citizen Robots: Biopolitics, the Computer and the Vietnam Period') and is a Senior Fellow of Advance HE. Education: PhD in Literature/Technology, MA English (Distinction), BA (Hons) English with Creative Writing (First Class). Prior to academia, he worked in video games, healthcare ghostwriting, and digital communications. He directs Mental Capacity Ltd, a healthcare training firm. Awards include the Pilkington Award for Teaching. Research interests include AI ethics, digital marketing pedagogy, and science fiction's role in conceptualizing societal futures. He participates in interdisciplinary groups like the Lancaster Intelligent, Robotic and Autonomous Systems Centre and Centre for Consumption Insights. Supervision focuses on digital marketing, AI ethics, and interdisciplinary projects combining philosophy and technology.

Nathalia CostaView profile

Research Fellow

• Low Back Pain Research
• Qualitative Health Research
• Pain Management
• +5 more

Dr. Nathalia Costa is a Senior Research Fellow at the University of Queensland's cLinical TRials cApability (ULTRA), located within the Centre for Clinical Research in Herston, and affiliated with the Centre for Innovation in Pain and Health Research (CIPHeR). She holds appointments in the School of Health and Rehabilitation Sciences within the Faculty of Health, Medicine and Behavioural Sciences. Her research focuses on theoretically grounded qualitative and mixed methods approaches to understanding low back pain, pain management, and healthcare systems. Costa is particularly known for her groundbreaking work on low back pain flares, which established the first rigorous definition of pain flares through stakeholder engagement with over 70 experts and consumers. Her methodological expertise spans systematic reviews, qualitative methodologies (interviews, ethnography, Delphi studies), embedding qualitative research in clinical trials, and systems-thinking frameworks. Costa's recent publications demonstrate a growing focus on culturally responsive care, healthcare access for migrant populations, and the intersection of legal services with mental health. Her work bridges micro-level patient experiences with macro-level healthcare systems, aiming to make pain care more nuanced, equitable, and evidence-based. She has published over 55 papers spanning musculoskeletal conditions, pain research, health policy, and qualitative methodologies. Her scientific achievements include the 2021 ISSLS Prize for Lumbar Spine Research, recognition from the International Society for the Study of the Lumbar Spine. Her research has influenced international pain frameworks, including adoption by the International Association for the Study of Pain (IASP) in their online Fact Sheet (July 2023). Costa actively supervises multiple PhD students, serves as Associate Editor for Qualitative Health Research and the Journal of Humanities in Rehabilitation, and has taught across disciplines including research methods, musculoskeletal physiotherapy, and health policy. She has secured over AUD$7.5M in research funding, currently leading the FORENSIC trial investigating lumbar fusion surgery effectiveness for persistent severe low back pain.

Britnie Delinger KaneView profile

Associate Professor

• Teacher Learning
• Writing Instruction
• Literacy Across Content Areas
• +6 more

Dr. Britnie Delinger Kane is an Associate Professor of Literacy Education at Zucker Family School of Education , The Citadel . She also serves as the Director of the Center for Literacy Excellence and Program Coordinator for Literacy Education . Prior to her work at The Citadel, she taught at the University of Colorado, Denver . Ph.D. in Literacy Education, Peabody College, Vanderbilt University M.Ed. in Secondary English Education, Peabody College, Vanderbilt University B.A. in English, University of South Carolina’s Honors College Research Interests center on equitable teacher learning , disciplinary literacy , writing instruction , and STEM education . Her work explores preservice teacher education, collaborative teacher talk, and instructional coaching. She has published in journals like American Educational Research Journal , Journal of the Learning Sciences , and Journal of Teacher Education . Recent Publications include studies on mathematics coaching, disciplinary literacies, adolescent literacy efficacy, and trauma-sensitive instruction. These works emphasize professional learning communities , content-specific coaching , and equity in instructional design .