Developmentally Appropriate Practices Professors and Supervisors | ApplySharif

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Wang, X. ChristineView profile

Professor

State University of New York at BuffaloUnited States

X. Christine Wang is a Professor in the Department of Learning and Instruction at the Graduate School of Education of the University at Buffalo . She serves as Director of the Fisher-Price Endowed Early Childhood Research Center and holds the role of Senior Associate Dean for Interdisciplinary Research . Her work bridges early childhood education , computational thinking , and digital innovations , with a focus on qualitative research methods and diversity in learning contexts. PhD in Curriculum and Instruction, University of Illinois at Urbana-Champaign MEd and BA in Education, Beijing Normal University, China Her research explores how digital media and embodied learning shape young children’s cognitive development, literacy, and STEM engagement. She emphasizes multimodal text engagement , gender equity , and global educational issues . Recent projects analyze computational thinking in preschool settings, leveraging robotics and programming toys to enhance learning. Wang’s scientific awards include the Best Paper Award at ISLS Annual Meeting (2022) and the Dean’s Apple Award for Outstanding Service (2022). She has secured grants from the Spencer Foundation and NSF to investigate critical pedagogy, science inquiry, and multimodal literacy in early education. She actively contributes to academic service as an Associate Editor for Early Childhood Research Quarterly and co-chairs committees for the AERA Division C . Her lab, the Fisher-Price Endowed Early Childhood Research Center , focuses on integrating technology and interdisciplinary research into early childhood practices.

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Ruby BatzView profile

Assistant Professor

University of Nevada, RenoUnited States

Ruby Batz, Ph.D. is an Assistant Professor of Special Education in the College of Education and Human Development at the University of Nevada, Reno. Her work focuses on equity in early intervention and early childhood special education, particularly examining how race, ethnicity, disability, and language intersect with family-centered practices. Education: Ph.D. in Early Intervention/Early Childhood Special Education Leadership Program, University of Oregon, United States M.A. in Early Intervention, University of Oregon, United States Licenciatura in Educational and Clinical Psychology, Universidad Rafael Landívar, Guatemala Profesorado in Special Education, Universidad del Valle de Guatemala, Guatemala Research Focus: Dr. Batz's research agenda centers on three interconnected areas: investigating sociocultural mechanisms shaping family engagement, examining racialization in special education, and exploring teacher-educators' roles in reproducing or disrupting inequality. Her work particularly emphasizes the educational trajectories of young children at the intersections of disability, race, ethnicity, language, and socioeconomic status. She employs multiple research methodologies including experimental and quasi-experimental designs, observational data analysis, interviews, and case studies. Her commitment as a community-engaged scholar focuses on advancing early schooling practices for families of emergent bilingual children with disabilities, while challenging deficit-based discourses surrounding multiply-minoritized children and families. Scientific Awards and Recognition: AAHHE Faculty Fellow (2021-2022) Fulbright Fellow Society for Research in Child Development Early Career Grant (2021-2023) Spencer Foundation Racial Equity Grant (2022-2025) Grants and Funding: Dr. Batz serves as Principal Investigator on projects supported by the Society for Research in Child Development and Spencer Foundation. As co-investigator, she contributes to a transdisciplinary team awarded a multi-site National Institute of Health (NIH) grant (2022-2027) to study structural inequity in Early Intervention. Professional Background: Prior to joining UNR in 2020, Dr. Batz was a research associate at The Center on Teaching and Learning and an instructor in Special Education and Educational Methodology and Policy Leadership at the University of Oregon. She has extensive international experience, including consulting for the Ministry of Education of Guatemala and various international nonprofit organizations. Her practical experience includes three years teaching preschool and five years as a special education teacher for students with significant disabilities in Guatemala.

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Julie MaslowskyView profile

Associate Professor

University of Michigan-Ann ArborUnited States

Dr. Julie Maslowsky is an Associate Professor of Health Behavior and Clinical Sciences at the University of Michigan School of Nursing and Associate Professor of Health Behavior and Health Equity at the University of Michigan School of Public Health. She is also a Research Associate Professor at the UM Institute for Social Research. Her work focuses on adolescent health with a particular emphasis on sexual and reproductive health including contraception and abortion. Dr. Maslowsky's research integrates adolescent developmental science with population and reproductive health to inform developmentally appropriate policies and practices. She is a team scientist, builder, and interdisciplinary scholar whose work has been funded by multiple institutes of the NIH. She founded Youth Reproductive Equity, the nation's leading research collaborative focused on adolescent and young adult sexual and reproductive health post-Dobbs v. Jackson. Her research interests span adolescent development and health, sexual and reproductive health, population health, health policy, and health equity. Dr. Maslowsky has received notable awards including the Outstanding Adolescent Health Initiative from the University of Michigan Adolescent Health Initiative, being named a Public Voices Fellow by The Op-Ed Project, and receiving the Compassion in Action Award presented by His Holiness the Dalai Lama. Dr. Maslowsky is currently leading several major research projects: Creating a state-level policy data dashboard to facilitate research on reproductive health (NICHD R01HD115716, PI, 9/16/2024-5/31/2029) Development of a digital decision support tool to facilitate developmentally appropriate adolescent contraceptive counseling in primary care (NICHD R21HD107460, PI, 9/12/2022-8/31/2024) Research roadmap on policy-ready research for youth abortion access (William T. Grant Foundation, PI, 1/1/2023-12/31/2023) Her publications demonstrate strong focus on adolescent perspectives on contraception post-Dobbs, the impact of abortion restrictions on minors, and the role of developmental science in reproductive health policy. Her work appears in high-impact journals including JAMA, Health Affairs, Pediatrics, and JAMA Pediatrics. Dr. Maslowsky serves on multiple professional organizations: Co-Director of Social Science and Medicine at the Center for History, Humanities, Arts, Social Sciences, and Ethics in Medicine, University of Michigan Medical School (2025-present) Affiliate, Institute for Health Policy and Innovation, University of Michigan (2024-present) Affiliate, Institute for Research on Women and Gender, University of Michigan (2024-present) Society of Family Planning (Chair of Adolescent Sexual and Reproductive Health Special Interest Group, 2021-2025) As an educator, Dr. Maslowsky teaches courses on social determinants of health, intervention development, implementation science, and grant writing. She actively mentors students and is currently accepting new PhD students. Her media appearances in outlets like The Washington Post, NPR, and The Conversation demonstrate her commitment to translating research into public discourse on adolescent sexual and reproductive health.

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Breanne WylieView profile

Assistant Professor

North Carolina State UniversityUnited States

Breanne Wylie is an Assistant Professor in the Department of Psychology at NC State University’s College of Humanities and Social Sciences. Her research focuses on adult-child communication within legal contexts, particularly improving children’s accurate reporting of maltreatment experiences during interviews by legal professionals. She employs multi-method approaches including lab-based tasks to assess linguistic development and field-based analysis of child witness testimonies. Dr. Wylie emphasizes knowledge mobilization, collaborating with practitioners to provide evidence-based training. Her research interests span developmental psychology, forensic psychology, and legal communication. She investigates how children’s cognitive and linguistic abilities influence their interactions with legal systems, aiming to enhance forensic interviewing practices and reduce misunderstandings in judicial contexts. Key areas include the impact of question phrasing, parental support roles, and jurors’ perceptions of child testimony credibility. Recent publications (2025-2023) highlight trends in analyzing defense attorneys’ questioning tactics, improving forensic interviewer training, and exploring how language nuances affect child witnesses’ reliability. Her work underscores the need for standardized, developmentally appropriate legal questioning methods to protect vulnerable populations. As part of the Lifespan Developmental Psychology group, she operates the Law Development Lab to bridge academic research and practical legal applications. While no formal awards are listed, her contributions reflect a commitment to impactful, applied research. Grant and advising specifics are not detailed in the provided text.

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Mikki Meadows-OliverView profile

Clinical Professor

New York UniversityUnited States

Mikki Meadows-Oliver is a Clinical Professor and Assistant Dean for Pre-Licensure Programs at the New York University College of Nursing. She has over 25 years of experience in pediatric nursing and has held faculty positions at Yale University, Quinnipiac University, and the University of Connecticut prior to joining NYU. Her work spans clinical practice, education, and leadership in advancing pediatric and global health. PhD, University of Connecticut School of Nursing MSN, Yale University School of Nursing MPH, Yale University School of Public Health BA, Barnard College Her research and professional interests center on pediatric nursing, environmental health equity, maternal-child health, and culturally appropriate care for underserved and immigrant populations. She has conducted clinical work in Nicaragua, the Dominican Republic, and Cape Town, South Africa, emphasizing global health outreach. Her scholarship addresses school-based health, asthma management, postpartum depression, and health disparities among vulnerable populations. Her recent publications focus on clinical case studies in pediatric primary care, covering conditions such as abdominal pain, bedwetting, burns, asthma, and behavioral issues, with a strong emphasis on diagnostic reasoning and evidence-based practice. She also contributes to nursing education through guidelines and preceptor development. Fellow, Alliance of Nurses for a Healthy Environment (2019) Henry K. Silver Memorial Award, National Association of Pediatric Nurse Practitioners (2017) Fellow, American Academy of Nursing (2014) Nightingale Award for Excellence in Nursing (2009) University of Connecticut’s 40 Under 40 Outstanding Graduates (2008) Meadows-Oliver has advised numerous nursing students and contributed to national nursing guidelines. She is a past president of the National Association of Pediatric Nurse Practitioners and serves as column editor for the Practice Guidelines Department of the Journal of Pediatric Health Care. Her leadership in nursing education includes program development and preceptor support. She has presented widely at national and international conferences and authored nearly 60 publications. Her work continues to shape pediatric nursing practice and education, particularly in underserved communities.

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Jorge Lopes Cavalcante NetoView profile

Visiting Professor

University of QueenslandAustralia

Dr. Jorge Lopes Cavalcante Neto serves as a Visiting Professor at the School of Human Movement and Nutrition Sciences, University of Queensland. His research focuses on developmental coordination disorder (DCD), neurodevelopmental conditions, and pediatric motor development across diverse settings including Brazil and international contexts. Research interests span multiple critical areas in child health and development: Motor skill assessment and intervention strategies for children with DCD Physical activity impacts on cardiometabolic health in autism spectrum disorders Sensory processing characteristics in developmental disorders Adaptation of fitness assessment tools for low-resource settings Pandemic-related mental health and lifestyle impacts on healthcare professionals Analysis of his 45+ journal publications (2014-2025) reveals strong emphasis on systematic reviews (65% of recent output) examining physical activity interventions, motor control assessment, and health outcomes in neurodevelopmental populations. His work demonstrates methodological diversity including randomized controlled trials, cohort studies, and cross-cultural validation of assessment tools, with particular focus on Brazilian pediatric populations. Scientific contributions include: Development of culturally appropriate motor assessment protocols Evidence synthesis for aquatic and video game-based interventions Identification of cardiometabolic risk factors in autism spectrum disorders Documentation of pandemic impacts on healthcare worker wellbeing His collaborative research network spans 12+ countries with consistent partnerships at University of Queensland, Federal University of São Carlos (Brazil), and international rehabilitation centers. Current work prioritizes translating motor assessment tools for resource-limited settings and examining long-term health outcomes in DCD populations.

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Alison Packwood HenryView profile

Lecturer

Antioch UniversityUnited States

Alison Packwood Henry is faculty at Antioch University New England's Waldorf Teacher Education Program since 2018, where she teaches Waldorf curriculum courses and advises Master's students working on educational projects. She recently completed her PhD in Leadership and Change at Antioch University in 2024. Her research focuses on decolonial approaches to education, examining how colonial narratives perpetuate systemic inequalities and exploring pathways toward healing through transformative storytelling. She investigates humility in leadership, colonial ways of thinking, and the role of narrative in reproducing or disrupting colonial relationships. Henry's scholarly work centers on the intersection of decolonial theory and educational practice, particularly within Waldorf education contexts. Her research demonstrates how educators can collaborate with communities to develop culturally responsive, liberatory teaching approaches that honor local geographies and cultures while challenging Eurocentric educational frameworks. As an educator and researcher, Henry emphasizes the importance of intellectual and moral courage, relationality, and humility in disrupting colonial ways of thinking. Her work suggests that meaningful educational transformation occurs through small-scale, context-specific initiatives rather than universal solutions. She advises Master's students at Antioch University New England who are completing projects related to Waldorf education and decolonial pedagogy, supporting them in exploring areas of deep personal and professional interest within educational transformation.

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Radosław KaczanView profile

Assistant Professor

SWPS University of Social Sciences and HumanitiesPoland

Radosław Kaczan, Ph.D., Assistant Professor at SWPS University's Faculty of Psychology in Warsaw, specializes in developmental psychology with a focus on creating diagnostic tools for children and adolescents. His work addresses peer violence in schools through research and implementation of prevention programs like RESQL. He contributes to standardizing learning outcomes and collaborates with academic and professional organizations. Education: Ph.D. in Psychology His research spans developmental psychology, educational psychology, and inclusion studies. Key projects include the RESQL bullying prevention system and analyses of vocational education pathways. Awards highlight his innovative impact, particularly with RESQL's recognition as social innovation and Mazovia's Innovator. Recent publications reflect his expertise in early childhood assessment, working memory's role in learning, and identity formation challenges. He actively participates in academic conferences and collaborates with institutions like the Bullying Research Center (BRC). Teaching responsibilities include human development psychology courses. Scientific Awards: Genius Universitatis 2025 competition success Best Social Innovation (RESQL System) Innovator of Masovia (RESQL System) Positive Impact Startup 2022 by Leon Kozminski Academy Warsaw Booster'21 winner (RESQL System) Polish Science Gala 2022 award (RESQL System) PRom Association awards Dr. Kaczan's work integrates research on cognitive development, bullying prevention, and inclusive education policies. His lab collaborations, particularly with the Bullying Research Center, drive practical implementations nationwide. He remains engaged in advancing educational frameworks through both academic and applied research.

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Christopher CollierView profile

Senior Lecturer

Bath Spa UniversityUnited Kingdom

Christopher Collier serves as a Senior Lecturer in Primary Science at Bath Spa University's School of Education, where he teaches on the Education Studies programme and leads modules including Environment and Education and Understanding Classrooms. He acts as a dissertation tutor and Academic Advisor while contributing to the Centre for Research in Scientific and Technological Learning and Education (CRiSTLE). His academic background includes a BA (Joint Honors) in Geology and Biology from the University of Keele, a PGCE from University College Chichester, and an MSc in Hydrogeology from University College London. Prior to academia, he worked as a primary school teacher (including assistant headteacher and science subject leader) and as an environmental geologist. Collier's research centers on science and environmental education with specific focus on assessment of science in primary schools, transition between educational stages, and creativity in science teaching. His work examines teacher assessment practices, development of creative pedagogies, and integration of technology like dataloggers for science enquiry skills. Current scholarship investigates assessment without levels and eco-monitoring for data interpretation skills. Analysis of his 15 most recent publications reveals consistent focus on primary science assessment frameworks, teacher development resources, and creative pedagogical approaches. His work bridges practical classroom applications with theoretical assessment models, particularly through the Teacher Assessment in Primary Science (TAPS) project, while increasingly incorporating technology-enhanced learning tools. Professional activities include extensive consultancy funded by the Primary Science Teaching Trust and AstraZeneca Science Teaching Trust, focusing on science assessment and eco-monitoring projects. He serves as a governor for a teaching federation in Somerset and has completed evaluations for initiatives like the Active Learning in Primary Science project. Collier actively participates in research networks through CRiSTLE and regularly presents at major conferences including ASE Annual Conferences and ICASE World Conferences, maintaining strong connections with both academic and practitioner communities in science education.

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David N. KoronesView profile

Professor

University of RochesterUnited States

David N. Korones, M.D., is a Professor at the School of Medicine and Dentistry , University of Rochester Medical Center , with dual expertise in Pediatric Neuro-Oncology and Adult/Pediatric Palliative Care . His clinical practice emphasizes patient-centered care for pediatric cancers, particularly brain tumors. MD from Vanderbilt University Medical Center (1983) Specialized in Pediatric Hematology-Oncology at University of Rochester and Yale Research includes clinical trials for brain tumors (both pediatric and adult) and retrospective studies in palliative care. He has led international trials like LOGGIC/FIREFLY-2 for pediatric low-grade glioma treatment. Recent publications focus on: Ethiopian pediatric cancer registry development Palliative care economics and delivery models Neuro-oncology biomarker therapies Psychosocial frameworks for end-of-life care Scientific Awards 2019 Connie Raffa Hospice Hero Award 2015 Hastings Center Cunniff-Dixon Senior Physician Award Multiple Best Doctors in America (2004-2009) Humanism in Medicine awardee (2006, 2008) 20+ years of teaching and clinical excellence awards

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Kaitlin NortheyView profile

Associate Professor

University of VermontUnited States

Kaitlin Northey serves as Associate Professor of Early Childhood Education within the Department of Education at the University of Vermont's College of Education and Social Services, where she advances the professionalization of early childhood education through research, teaching, and systemic advocacy. Her academic credentials include: PhD in Early Childhood from Rutgers the State University of New Jersey MAT in Education from Smith College BA in Art, Education and Child Study from Smith College, Massachusetts Dr. Northey's research examines how early childhood systems and policies impact the workforce (educators, leaders, and preservice teachers serving children birth through age eight), documenting implementation challenges that perpetuate inequities. Her scholarship identifies pathways to strengthen systems through workforce-centered approaches, emphasizing how fragmentation reinforces disparities while advocating for integrated, equitable solutions that center lived experiences of practitioners. Analysis of her 15 most recent publications (2025-2017) reveals persistent focus on policy implementation, leadership dynamics, and workforce development across early childhood systems. Key thematic threads include PreK-3 alignment, inclusive teacher preparation models, language politics in state leadership, and structural reforms for equitable systems - consistently connecting theoretical frameworks to practical applications in educational settings. Her contributions have been recognized through: Kroepsch-Maurice Excellence in Teaching Award (University of Vermont, 2025) John Dewey Educator's Award for Excellence in Teaching (UVM College of Education and Social Services, 2025) Vermont Association for the Education of Young Children Outstanding Member Award (2023) As an educator, Dr. Northey prepares preservice teachers to design developmentally appropriate, arts-integrated curricula while developing critical awareness of policy impacts. Her grant-funded collaborations include Vermont's Act 45 Early Childhood Systems Analysis Advisory Committee, Building Bright Futures, Let's Grow Kids, and the Early Childhood Higher Education Consortium - where she co-led efforts to align Vermont's professional preparation pathways. Nationally, she contributes to the National Association of Early Childhood Teacher Educators to improve higher education teaching practices. She actively participates in Vermont's Core Team for advancing the early childhood profession and serves on the Early Childhood Systems Analysis Advisory Committee, driving systemic change through evidence-based policy recommendations and stakeholder engagement across educational and community sectors.

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Neda KarimiView profile

Research Fellow

Australian National University (ANU)Australia

Dr. Neda Karimi is a Research Fellow at The Australian National University's School of Literature, Languages & Linguistics. She holds a PhD, MA, and BSc (Econ). Her work focuses on functional linguistics applied to health communication, emphasizing clinician-patient alignment, health literacy, and chronic disease management. Current projects include health literacy in chronic heart failure, developmentally appropriate communication for adolescents with IBD, and global collaboration on 'normal life' perceptions in IBD patients. Past projects include randomized controlled trials for IBD decision aids, breast reconstruction counseling, and palliative oncology communication studies. Key research areas include health communication strategies, clinician-patient dialogue analysis, and improving healthcare outcomes through linguistic ethnography. Collaborations include Amsterdam University Medical Center and multi-country studies on IBD patient experiences. Her work bridges qualitative and quantitative methods to address healthcare communication challenges across diverse populations. Her publications span decision aid development, clinical communication analysis, and healthcare system efficiency. She has contributed to guidelines on pregnancy management in IBD and breast reconstruction counseling for multicultural patient groups. Awards and grants are not explicitly listed in the text.

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Mikaela Svanbäck-LaaksonenView profile

Lecturer

Abo Akademi UniversityFinland

University Lecturer Mikaela Svanbäck-Laaksonen at Åbo Akademi University's Faculty of Education and Welfare Studies specializes in early childhood education with particular focus on pedagogical leadership and fundamental motor skill development in preschool settings. Her work bridges practical implementation and policy analysis in educational contexts. Active Projects : Principal Investigator in national initiatives like Framtidens småbarnspedagogik ledarskap Peer Review : Currently serving as reviewer for Journal of Early Childhood Education Research and Nordisk barnehageforskning Research Themes : Motor skills development in early childhood education Environmental design for educational spaces Leadership practices in preschool organizations Teacher training and professional development Curriculum implementation challenges Collaborations : Works with Finnish National Board of Education, Svenska kulturfonden, and international educational networks.

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Christina L SvecView profile

Assistant Professor

Iowa State UniversityUnited States

Christina L Svec is an Assistant Professor of Music Education at Iowa State University's Department of Music Education. Her work focuses on elementary general music, secondary choral methods, and research methodologies. She holds a PhD from the University of North Texas (2015), an MM from Michigan State University (2009), and a BM from the University of North Texas (2005). Before her academic career, she taught elementary music and directed church choirs in Texas. Her research explores singing voice development, research pedagogy, and the application of rigorous methodological approaches in music education. Notable projects include studies on music teacher preparedness, social-emotional learning in K-12 music education, and the impact of instructional methods on singing ability. During the pandemic, she collaborated on initiatives adapting early childhood music programs to remote formats. Publications appear in Update: Applications of Research in Music Education and Psychology of Music . Her work frequently employs meta-analytic techniques and mixed-methods approaches to address practical challenges in music education. No scientific awards are listed. Her advising and grant activities are not detailed in the provided text. She maintains a focus on bridging research and practice through collaborative initiatives like the Early Childhood Music Collaborative.

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Sham'ah Md-YunusView profile

Professor

Eastern Illinois UniversityUnited States

Dr. Sham'ah Md-Yunus is a Professor in the Department of Curriculum and Instruction at Eastern Illinois University (EIU), with dual roles in Teaching, Learning, and Foundations. Her office is located in Buzzard Hall (Room 2203), and she can be reached at smdyunus@eiu.edu. She joined EIU in 2005 after earning her PhD in Elementary Education from Indiana State University. Her research focuses on early childhood education, particularly the care and education of immigrant children and families. She employs frameworks like culturally sensitive care, developmentally appropriate practice, and the Critical 'Immigration' theoretical framework (rooted in Positioning Theory and the Model Minority concept) to inform policy and practice. Key areas include Asian American student experiences, immigrant family dynamics, and Montessori education outcomes in Taiwan. Dr. Md-Yunus is active in professional organizations such as WIDA, the American Educational Research Association (AERA), and the National Association for the Education of Young Children (NAEYC). She teaches courses like EDU 5050: Seminar in Educational Research and ELE 5310: Foundations of ESL/Bilingual Education , and supervises 11 research projects. Her work bridges theoretical insights with practical implications for educators and policymakers.

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