Find Academic Supervisors

Ilona S. YimView profile

Professor

• Stress Biology
• Pregnancy and Postpartum Depression
• Developmental Psychobiology
• +3 more

Dr. Ilona S. Yim is a Professor of Psychological Science at the University of California, Irvine. Her research focuses on biopsychological processes in health and disease, particularly stress during pregnancy, postpartum depression, and individual differences in stress reactivity. She holds a Ph.D. from the University of Trier, Germany. Research Interests: Her work explores stress mechanisms in maternal health contexts, including the effects of prenatal stress on pregnancy outcomes and the role of hormonal and immune responses in stress reactivity. She also investigates cultural and psychosocial factors influencing health behaviors, such as acculturative stress and bicultural identity integration in young adults. Key Research Themes: Stress physiology during pregnancy Psychosocial determinants of preterm birth Biobehavioral pathways linking stress to health disparities Collaborations: She contributes to the Maternal Infant Global Health Team (MiGHT), a multidisciplinary group addressing perinatal health challenges in low- and middle-income countries.

Bert van OersView profile

Professor

• Cultural-historical Activity Theory (CHAT)
• Early Childhood Education
• Developmental Education
• +3 more

Prof. Bert van Oers is an Endowed Professor in the Department of Educational Sciences at the Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam. His work focuses on Cultural-historical Activity Theory (CHAT), Early Childhood Education, and Developmental Education. He has published extensively on topics like play-based learning, emergent mathematical thinking, and literacy development. Research Interests: Cultural-historical Activity Theory (CHAT) Early Childhood Education Developmental Education Play-Based Learning Emergent Mathematical Thinking Awards: Eredoctoraat Universiteit Jyväskylä (2004) Erelid Academie voor Ontwikkelingsgericht Onderwijs (2017) Advising & Grants: Supervised 14 PhD theses Recipient of two major grants Key Contributions: Pioneered CHAT-based teaching approaches in Dutch primary schools, emphasizing play as foundational for cognitive development. His work bridges theory and practice in early childhood education.

Christina AminoffView profile

Associate Professor

• Early Childhood Education
• Literacy Development
• Language Acquisition
• +3 more

Christina Aminoff is an Associate Professor at Linköping University, affiliated with the Department of Behavioural Sciences and Learning (IBL) and the Division of Education, Teaching and Learning (PEDI). Her research focuses on early childhood education, literacy development, and teaching methodologies in preschool and early primary grades. She investigates how structured classroom activities and teacher-led interventions influence language and literacy acquisition in young learners. Her work emphasizes the interplay between conversational skills and written language development, particularly in multilingual educational settings. The Division of Education, Teaching and Learning (PEDI) provides a collaborative environment where her research informs pedagogical practices across basic and advanced educational levels. No scientific awards or grants are explicitly mentioned in the provided texts. She currently holds no listed doctoral advisees or active research programs beyond her published works.

Fredrik JeppssonView profile

Professor

• Technology and Science Education Research
• Embodied Cognition
• Conceptual Metaphors in Science Learning
• +3 more

Fredrik Jeppsson is a Professor at Linköping University, affiliated with the Department of Behavioural Sciences and Learning (IBL) and the Division of Learning, Aesthetics, Natural Science (LEN). He holds a key role within the Faculty of Educational Sciences, focusing on Technology and Science Education Research (TESER). His research emphasizes embodied cognition, conceptual metaphors in science learning, and multimodal analysis of classroom interactions. He actively explores how physical tools like infrared cameras and embodied learning strategies enhance science education, particularly in primary and early childhood settings. Jeppsson's work spans disciplines, integrating cognitive science, semiotics, and educational methodology. Notable contributions include studies on death education in children's literature, science classroom discourse, and cross-linguistic approaches to science learning. His projects often bridge theory and practice, offering insights into how educators can design engaging, multimodal learning experiences. His recent publications (2023-2025) highlight advancements in embodied physics teaching, analysis of science content representation, and the role of aesthetic processes in education. These works underscore his commitment to fostering meaningful student engagement through innovative pedagogical frameworks. Research Groups: Technology and Science Education Research (TESER), Division of Learning, Aesthetics, Natural Science (LEN) Key Themes: Embodied cognition, conceptual metaphors, multimodal analysis, educational technology Jeppsson collaborates with international scholars and contributes to teacher training programs, emphasizing the integration of research into educational practice.

Sarah BeckwithView profile

Professor

• Medieval Literature
• Shakespeare Studies
• Early Modern Drama
• +2 more

Sarah Beckwith is Katherine Everett Gilbert Distinguished Professor of English at Duke University, with joint appointments in Theater Studies and Religious Studies. Her research examines medieval religious writing, early modern drama, and ordinary language philosophy. Research Focus: Her work bridges literary analysis and philosophical inquiry, particularly exploring: Shakespearean grammar of forgiveness Medieval sacramentality and social relations Cavellian approaches to theatrical epistemology Honors: Recipient of the Katherine Everett Gilbert Distinguished Chair and fellowships from the National Humanities Center and Folger Institute. Teaching: Offers courses on Shakespeare, medieval literature, and philosophy-literature intersections at undergraduate and graduate levels.

Jeffrey LockmanView profile

Professor

• Cognitive Development
• Motor Development
• Embodied Cognition in Action
• +3 more

Jeffrey Lockman is a Professor in the Department of Human Development and Family Sciences at the University of Texas at Austin, affiliated with the College of Liberal Arts. He holds a Ph.D. from the University of Minnesota and has served as Editor-in-Chief of Child Development and current Editor of Advances in Child Development and Behavior , as well as co-Editor of the Cambridge Handbook of Infant Development . Ph.D., University of Minnesota His research explores the intersection of cognitive and motor development, emphasizing how thinking is embodied in action across infancy, childhood, and adulthood. Key areas include: Understanding object properties through infants' interactions Cultural tool use (e.g., chopsticks, hammers, writing instruments) in young children and adults Emergence of self-concept in toddlers Application of eyetracking, motor tracking, and video data Dr. Lockman's work has been funded by prestigious organizations such as the National Institutes of Health, National Science Foundation, and James S. McDonnell Foundation. He has also contributed to significant editorial and publication efforts in developmental science.

Birsu KandemirciView profile

Lecturer

• Cognitive Development
• Children's Creativity
• Theory of Mind
• +3 more

Birsu Kandemirci is a Lecturer in Psychology within the Division of Psychology Communication and Human Neuroscience (L5). His work contributes to UN Sustainable Development Goals related to education. He holds a PhD from The University of Sheffield (2018) focusing on technology, peer collaboration, and children's creativity. Research expertise includes cognitive development, children's creativity, theory of mind, source monitoring, and evidentiality in linguistics. His studies explore language's role in social cognition and cross-linguistic comparisons between Turkish and English-speaking children. Key achievements include the 'I am a Scientist Psychology Zone winner' (2023) and a Turkish Ministry of Education scholarship (2013). He has presented invited talks on topics like language and social cognition in young children (2019-2022), chaired the UK Creativity Researchers' Conference (2019), and contributed to professional associations like the Higher Education Academy. His datasets include longitudinal studies on complement clauses and false belief understanding, and cross-linguistic evidentiality research available on Open Science Framework.

Michael F. KeatingView profile

Professor

• Globalization
• Political Economy
• Energy Policy
• +6 more

Dr Michael F. Keating is a Professor of International Political Economy at the Department of Social Sciences & Humanities, Richmond the American International University in London. He holds a PhD from the University of Warwick and prior degrees from the University of Western Australia. His research focuses on globalization, governance, and development, with regional expertise in Southeast Asia and sub-Saharan Africa. Key areas include energy reform (especially hydroelectric dams), central banking, financial sector reform, and sustainable development. He has authored/co-authored major works such as The Global Energy Challenge and edited influential volumes on energy governance. Keating’s academic contributions span over 25 years of teaching and research. He has served as a peer reviewer for numerous journals, including Energy Research & Social Science , earning a Best Reviewer award in 2016. His work bridges policy and academia, emphasizing critical thinking and practical skills development. He has engaged in institutional roles like External Examiner for London Metropolitan University’s MA in International Relations and participated in high-level policy workshops at institutions like Chatham House and the House of Lords. Research highlights include analyses of energy governance in Europe and Russia, democratization in Uganda, and the political economy of emerging market crises. His teaching philosophy integrates theory with real-world policy challenges, supported by extensive experience in mentoring students across undergraduate and postgraduate levels. He actively contributes to interdisciplinary initiatives, such as the Wellbeing Research cluster at Richmond.

Paula HayesView profile

Associate Professor

• Composition Pedagogy
• Poetry Analysis
• Modernism
• +2 more

Paula Hayes is an Associate Professor of Teaching in the Department of English at the University of Memphis. Her pedagogy emphasizes writing process theory and Growth Mindset psychology in developmental writing instruction. Research examines modernist/post-modernist poetics, public poetry as rhetorical discourse, and American cultural consumption of poetry. Publications include analyses of Anna Margolin's Yiddish modernism, science-poetry intersections, Diane DiPrima's ecocritical work, and Gary Soto's contributions to Chicano literature. Creative works explore themes of silence, cultural memory, and identity.

Jonathan LewisView profile

Lecturer

• Bioethics
• Medical Law
• Experimental Bioethics
• +3 more

Jonathan Lewis is Lecturer in Medical Law and Bioethics at the University of Manchester, recognized with the Research Staff of the Year Award in 2023. His work intersects bioethics, law, moral psychology, cognitive science, and health policy, with research on new biotechnologies, biomedical research ethics, and rights of vulnerable populations. He co-founded experimental bioethics (bioxphi), employing moral psychology and experimental philosophy methods to address bioethical questions. Dr. Lewis's publications examine autonomy concepts, vulnerability in healthcare, human rights implications of drug policy, regulation of embryo models and organoids, and methodological foundations of bioethics. His co-authored article 'Racial Justice Requires Ending the War on Drugs' was among the top 10 most cited in The American Journal of Bioethics. As Editor-in-Chief of Clinical Ethics and section editor for PhilPapers' Experimental Philosophy: Bioethics, he shapes scholarly discourse. His research on experimental jurisprudence investigates how ordinary people understand legal concepts, bridging empirical research and normative theory. Current projects examine relational norms for human-AI cooperation and conceptual foundations of personhood.

Jessica WinckView profile

Associate Professor

• Developmental Writing
• Writing Assessment
• Rhetoric
• +2 more

Jessica Winck is an Associate Professor of English at the University of Maine at Augusta (UMA). She teaches courses in English and writing, with a focus on developmental writing, assessment, and rhetoric related to student writers. Her work is deeply involved in Writing Across the Curriculum (WAC), advocating for writing as a core learning tool across disciplines. Education: PhD, University of Louisville MA, Eastern Michigan University MA, Ohio State University BA, Emerson College Research Interests: Her research emphasizes improving writing pedagogy through responsive assessment strategies and understanding the rhetorical dynamics of student writing. She actively promotes WAC initiatives to integrate writing into diverse academic programs, enhancing critical thinking and communication skills. Awards/Grants: No specific awards or grants mentioned in available text. Advising & Labs: No formal lab affiliations or advising details provided in the text.

• Visual Literacy
• Multimodality
• Educational Technology (ICT)
• +3 more

Jon Callow is an Associate Professor in English Education (K-6) and Program Director of the MTeach(Primary) program at the University of Sydney, within the Faculty of Arts and Social Sciences. He holds advanced degrees including an EdD from the University of Western Sydney and has extensive teaching experience in primary schools and universities. His research focuses on visual literacy, multimodality, and the integration of ICT in literacy education, with a particular emphasis on equity and student engagement. He has collaborated internationally, including with Glasgow University on Reading for Pleasure pedagogies and with the University of Oklahoma on student literacy engagement studies. Dr. Callow has received significant accolades, including the 2019 Faculty of Arts and Social Sciences Excellence in Teaching Award and the 2010 Faculty of Education and Social Work Teaching Excellence Award. His work emphasizes innovative teaching methodologies, such as using picture books and digital tools to enhance literacy practices. Current projects include investigating Reading for Pleasure in Initial Teacher Education and assessing student comprehension of multimodal texts. Education: BA(Sydney), DipEd(Sydney), MEd(Sydney), EdD(UWS), GradCert(Sydney) Affiliations: Member of PETAA and ALEA Grants: Recipient of a $5,000 Teaching Inquiry Grant (2011-2012) for interactive whiteboard research His publications span books, journal articles, and conference papers addressing topics like multimodal assessment, visual literacy frameworks, and inclusive pedagogical strategies for diverse student populations.

Lynne FitzhughView profile

Senior Lecturer

• Dyslexia
• Learning Disabilities
• Structured Linguistics
• +4 more

Lynne Fitzhugh, Ph.D., LDT, CALT-QI, is a Senior Lecturer and Director of the Master of Arts in Teaching — Dyslexia Specialist Program at Colorado College. She holds a Ph.D. in Psychology (Dyslexia and Related Learning Disabilities) from Southern Methodist University, alongside certifications in Academic Language Therapy. Her expertise spans dyslexia, structured linguistics, literacy, and evidence-based teacher education. She has taught at Colorado College since 2008, previously serving as Visiting Assistant Professor at the University of Colorado, Colorado Springs (2006–2010), and at Southern Methodist University (1996–1999). She is a nationally recognized leader in dyslexia advocacy, holding prominent roles in organizations such as the Academic Language Therapy Association (President, 2020–2022) and the International Dyslexia Association. Her research focuses on literacy interventions and educational policy. Key publications include her 2022 article on the history of the Academic Language Therapy Association and contributions to the 2021 National Action Plan for Adult Literacy. Her work emphasizes practical applications of research in classroom settings and community outreach. Awards include the 2023 ALTA President’s Award and the 2018 Floyd G. Hudson Outstanding Service Award. Fitzhugh has led numerous initiatives, including the Colorado Dyslexia Foundation (Founding Director/President since 2001) and the CDE Response to Intervention Implementation Team (2006–2008). She teaches courses such as ED540: The Science of Literacy and Linguistics and ED545: Administering Academic Assessments, focusing on advancing literacy practices and empowering educators.

• Strategic Management
• Organizational Paradox
• Strategy as Practice
• +3 more

Jane Lê is Professor of Strategic Management and Chair of Strategic Management at WHU – Otto Beisheim School of Management. She serves on editorial boards for Organization Studies, Strategic Organization, and Organizational Research Methods (Associate Editor 2020-2024). Her research explores strategy in complex organizational settings with particular focus on managing competing goals. Professor Lê's internationally recognized work spans three interconnected research strands: Strategy as Practice : Examining how people actually implement strategy, funded by ESRC and British Academy, published in Academy of Management Journal and Organization Science Paradox in Organizations : Investigating management of competing goals, supported by ARC Discovery Grant (2016-2019), awarded SO! WHAT Best Paper Award (2018) and Organization Studies Editorial Pick (2017) Organizational Research Methods : Advancing qualitative approaches including process research and CAQDAS, with publications on data collection, analysis, and method innovation Her recent publications demonstrate consistent output in top journals including Academy of Management Journal, Organization Studies, and Organizational Research Methods. The research shows evolving focus from foundational strategy implementation (2014-2017) toward contemporary paradox management during crises (2021) and methodological innovation (2022-2025), with growing interdisciplinary connections to mindfulness studies and human resource development. Scientific recognition includes: SO! WHAT Best Paper Award (2018) Organization Studies Editorial Pick (2017) Professor Lê actively mentors doctoral researchers through WHU's doctoral program and has secured research funding from ESRC, British Academy, and ARC Discovery Grant (2016-2019). Her work connects with WHU's Management Group research clusters focusing on strategic complexity and organizational behavior. Current projects examine pandemic-era paradox navigation and advanced qualitative analytics.

Maia MillerView profile

Lecturer

• Special Education
• Learning Disabilities
• Emotional/Behavioral Disorders
• +3 more

Maia Miller serves as an Adjunct Instructor of Education at Bethel University, primarily affiliated with the College of Adult and Professional Studies where she teaches Special Education (B.A.) programs, and contributes to Graduate School offerings for Special Education (M.A.). With over 20 years of specialized experience starting in 2003, she joined Bethel's faculty in 2014 and brings extensive field expertise across diverse disability areas. Her academic credentials include: B.A. in English Literature from University of Minnesota-Twin Cities (2005) M.A. in Special Education (LD & E/BD) from Bethel University (2007) She maintains active licensure in Specific Learning Disabilities (SLD), Emotional/Behavioral Disorders (E/BD), Developmental Cognitive Disability (DCD), Autism Spectrum Disorders (ASD), and Work-Based Learning. Her professional focus centers on translating two decades of classroom experience into effective pedagogy, particularly in developing employability skills for high school students with special needs through practical work-based learning frameworks. Miller's teaching methodology integrates evidence-based practices for reading, writing, and social skills instruction across disability spectrums, with recent emphasis on transition-to-work competencies. Her approach bridges theoretical special education principles with real-world application, informed by direct experience in center-based DCD programs and autism-focused classrooms.