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Maria CraigView profile

Professor

• Childhood Diabetes
• Type 1 Diabetes
• Virology and Diabetes
• +4 more

Professor Maria Craig is a distinguished academic and researcher at the University of New South Wales, Faculty of Medicine & Health, specializing in childhood diabetes research. She holds a prominent position as a Professor with extensive contributions to the field of pediatric endocrinology and diabetes, particularly focusing on type 1 diabetes in children. Professor Craig's educational background includes: MB BS from the University of Melbourne MMedSc(ClinEpid) from the University of Newcastle PhD from the University of Sydney FRACP (Fellow of the Royal Australasian College of Physicians) Professor Craig's research primarily focuses on childhood diabetes, with special emphasis on prediction and prevention of type 1 diabetes. She has a significant interest in the association between viruses and type 1 diabetes, collaborating with the Virology Research Group at Prince of Wales Hospital (POWH). Together with Professor Bill Rawlinson, she leads the viral theme for the multicentre ENDIA study (endia.org.au). As principal investigator for the CoRD trial, she is conducting a world-first phase 1 study using autologous cord blood for prevention of type 1 diabetes in children with islet autoimmunity. Additionally, she serves as principal investigator for the Australasian Diabetes Data Network (ADDN). Her research portfolio also encompasses the epidemiology of various forms of childhood diabetes (type 1, type 2, cystic fibrosis related diabetes and monogenic diabetes) and diabetes complications, in collaboration with Professor Kim Donaghue at the Children's Hospital at Westmead. Professor Craig's extensive publication record, including over 361 journal articles, demonstrates her leadership in advancing our understanding of childhood diabetes. Her recent work shows increasing focus on early detection methods, risk prediction models, technological interventions for diabetes management, and the complex interplay between viral infections and autoimmune diabetes development. She has been instrumental in developing clinical practice guidelines through her role as co-editor of the International Society for Pediatric and Adolescent Diabetes (ISPAD) guidelines. Professor Craig has received numerous prestigious awards recognizing her contributions to pediatric endocrinology and diabetes research: Australian Paediatric Endocrine Group Young Investigator's Award (1997) Asia Pacific Paediatric Endocrine Society Clinical Teaching Award (2008) Lifetime Honorary Member, Caring and Living as Neighbours (2013) Australian Diabetes Society Jeff Flack Diabetes Data Award (2019) Australian Paediatric Endocrine Group Norman Wettenhall Award for Research and Innovation (2019) Throughout her career, Professor Craig has demonstrated exceptional leadership in professional societies, having served as former president/treasurer of the Australasian Paediatric Endocrine Group (APEG) and currently as Scientific Convenor of the Asia Pacific Paediatric Endocrine Society Fellows school. Her work with the ENDIA study and Australasian Diabetes Data Network represents significant collaborative research efforts involving multiple institutions across Australia and internationally. Her principal investigator roles for major studies indicate substantial research funding support. Professor Craig leads several important research initiatives including the ENDIA study, the CoRD trial, and the Australasian Diabetes Data Network. These programs involve multidisciplinary teams of researchers, clinicians, and support staff working collaboratively to advance understanding and treatment of childhood diabetes. Her work at the intersection of virology and diabetes represents a unique and innovative approach to understanding the environmental triggers of type 1 diabetes.

Richard W. RobinsView profile

Professor

• Personality Psychology
• Social Psychology
• Developmental Psychology
• +7 more

Richard W. Robins is a Professor in the Department of Psychology at the University of California, Davis, within the College of Letters and Science. He is Director of the Personality, Self and Emotion Laboratory and the California Families Project, and a core faculty member of the NIMH Training Program in Affective Science. Ph.D. in Psychology (Social/Personality), University of California, Berkeley (1995) B.A. in Psychology, University of California, Berkeley (1988) His research centers on personality development, self-esteem, narcissism, self-conscious emotions (pride, shame, guilt, contempt), and developmental trajectories of Mexican-origin youth. He employs longitudinal and experimental designs with multi-method data collection across biological, psychological, and sociocultural domains. His recent publications reflect a strong trend in longitudinal analysis of personality and emotion, particularly focusing on developmental pathways in youth, self-evaluation processes, and cultural influences on emotional expression. Key themes include the interplay between temperament and social behavior, the stability of self-esteem, and the distinction between genuine self-worth and narcissism. Award highlights include: 2012 Diener Award for Outstanding Mid-Career Contributions to Personality Psychology Fellow of the Society for Personality and Social Psychology (2011) Distinguished Scientific Award for Early Career Contribution (APA) Theoretical Innovation Prize (SPSP) Chancellor’s Fellow at UC Davis (2002–2007) Professor Robins has secured research funding from the National Institutes of Health, particularly supporting the California Families Project. He has served as Associate Editor for Personality and Social Psychological Review and Journal of Personality and Social Psychology , and has edited major handbooks in personality psychology. He mentors graduate students and teaches courses in Personality Psychology, Personality Development, The Self, Emotion, and Longitudinal Methods. He leads the Personality, Self and Emotions Laboratory at UC Davis, which focuses on social development, emotion regulation, and self-esteem using integrative and naturalistic research approaches.

Daniela IorioView profile

Associate Professor

• Political Economy
• Health Economics
• Public Economics
• +5 more

Daniela Iorio is an Associate Professor at the Department of Economics, University of Bologna, and holds a part-time professorship at the European University Institute’s School of Transnational Governance. She specializes in Political Economy, Health Economics, and Public Economics. Her work addresses topics like voting behavior, eating disorders, reproductive health, and parental investments. She earned a Ph.D. in Economics from the University of Pennsylvania and has held positions at institutions including USC, Universitat Autònoma de Barcelona, and the Barcelona Graduate School of Economics. Her research focuses on health policy, behavioral economics, and political institutions. Notable contributions include analyzing the link between eating disorders and addictive behaviors, evaluating IVF success disparities, and developing parenting measurement tools through digital interventions. She has been awarded the 2016 Oliver E. Williamson Prize and the Rita Levi Montalcini grant. Iorio teaches advanced courses on political economy and health economics at the PhD and master’s levels. She directs the Health Economics, Management and Policy master’s program at Bologna and has advised over a dozen graduate students. Her grants include a €758k MIUR project on child development and parental engagement. She serves as an Associate Editor for the European Economic Review and referees for top journals like the American Economic Review .

Sangyoo LeeView profile

Assistant Professor

• Early Childhood Intervention
• Immigrant Children's Educational Outcomes
• Public Policy Evaluation
• +3 more

Sangyoo Lee is an Assistant Professor of Education and Child Development at the Munroe-Meyer Institute, University of Nebraska Medical Center (UNMC) , and an Affiliated Researcher at the Center for Benefit-Cost Studies of Education (CBCSE) at the University of Pennsylvania Graduate School of Education. She holds a Ph.D. and M.P.P. in Public Affairs-Public Policy from the University of Minnesota, alongside a B.A. in Economics from the same institution. Formerly a Postdoctoral Researcher at UPenn CBCSE (2021–2023) Demography Predoctoral Trainee at Minnesota Population Center (2017–2020) Her research focuses on early childhood interventions , immigrant children’s academic trajectories , and policy evaluation , with a focus on socio-economically disadvantaged groups. Key projects include: Cost-effectiveness analysis of early childhood programs for refugee children in the Middle East/South Asia Longitudinal study of early life conditions (birth–age 5) on educational outcomes Evaluation of the Child-Parent Center (CPC) program in urban districts She explores themes such as implementation fidelity in scaled programs and the immigrant paradox in educational success.

Dima AmsoView profile

Professor

• Developmental Psychology
• Developmental Cognitive Neuroscience
• Infant Brain Development
• +3 more

Dima Amso is a Professor of Psychology at Columbia University , affiliated with the Department of Neuroscience & Behavior . Their research focuses on human brain and cognitive development , particularly the sophisticated attention, learning, and memory systems in infants. Ph.D. from New York University (2005) Director of the Developmental Cognitive Neuroscience Lab Key themes: neural plasticity in infancy , adaptive cognitive development , global cross-cultural research (NYC, Jordan, Ghana, South Africa, Malawi) Their lab investigates how interactive attention and learning systems in early childhood enable adaptation to environmental risks and opportunities, with findings applied to partnerships with local and global nonprofit organizations to improve children's programming. Current projects explore the intersection of experience and cognitive plasticity , leveraging novel discoveries about infant learning mechanisms.

Sara BakerView profile

Professor

• Science of learning
• Executive functions
• Self-regulation in children
• +5 more

Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge's Faculty of Education and a Fellow at Darwin College, where she served as Vice Master from 2021-2024. She is also a 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO. Her work bridges cognitive science and educational practice, focusing on how children develop executive functions and self-regulation skills. Baker leads the Early Years Library project, co-founded the Research Centre for Play in Education, Development and Learning (PEDAL), and is a founding member of the Global Executive Functions Initiative. Sara Baker specializes in the science of learning, with research aimed at improving children's lives by identifying factors at home and school that support their agency over learning. Her work emphasizes developing executive functions and self-regulation through playful learning approaches. She uses lab-based experiments and collaborates with educators to translate cognitive science research into educational contexts. Her research spans multiple countries including the UK, USA, Mexico, Denmark, Slovakia, South Korea, Ghana, Rwanda, Nigeria, Kenya, South Africa, and more, reflecting a strong commitment to culturally relevant and globally applicable educational practices. Analysis of Professor Baker's recent publications reveals a strong focus on executive functions, self-regulation, and playful learning across diverse cultural contexts. Her work increasingly addresses cultural adaptation of assessment tools and educational practices, particularly for Global Majority countries. There's a clear trajectory from basic cognitive research toward practical applications in educational settings, with growing emphasis on teacher training, culturally relevant assessment, and the role of play in early childhood development. Her interdisciplinary approach connects developmental psychology, educational theory, and practical classroom applications. 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO Professor Baker leads the doctoral program in the Faculty of Education and serves as an Academic Project Director in the School of Humanities and Social Sciences. She is the Cambridge academic lead on the Close the Gap partnership between Cambridge and Oxford, focused on postgraduate widening participation. Her research has been funded by prestigious organizations including the Newton Trust, Cambridge Humanities Research Grant, Economic and Social Research Council, LEGO Foundation, Nuffield Foundation, and Office for Students/Research England. She actively supervises doctoral students and seeks highly motivated candidates for October 2026 entry whose research aligns with her focus areas. Professor Baker co-founded and is actively involved with the Research Centre for Play in Education, Development and Learning (PEDAL), which investigates how children's play affects their development. She leads the Early Years Library project, a curated collection of evidence-based practices for early years educators, and is a founding member of the Global Executive Functions Initiative. Her work with the Connections international professional learning network focuses on self-regulation, while the Close the Gap project addresses widening participation in postgraduate education between Oxford and Cambridge.

• Behavioral Economics
• Inequality Origins
• Early Childhood Development
• +4 more

Armin Falk is a Professor of Economics at the University of Bonn, leading the BonnEconLab since 2004 and co-founding the briq Institute on Behavior & Inequality. He holds affiliations with the IZA, DIW, CEPR, and Max-Planck-Institut. His research focuses on behavioral economics, exploring how social preferences like fairness and trust influence decision-making, and investigates early childhood development's role in inequality. Falk has received prestigious awards, including the Leibniz Prize and Yrjö Jahnsson Award. His work combines lab experiments, field studies, and representative data analysis. Education includes a PhD in Economics from the University of Zurich after studies in Economics, Philosophy, and History at the University of Cologne. Key research highlights include global climate action support studies (Nature Climate Change, 2024), socioeconomic disparities in child development (JPE, 2021), and global economic preferences surveys (QJE, 2018). He co-authored the book *Warum es so schwer ist, ein guter Mensch zu sein* to popularize behavioral economics. Awards include recognition for contributions to behavioral and development economics. Mentoring programs like *Balu und Du* aim to reduce educational inequality. His work bridges academic research with public discourse through media contributions and policy engagement.

Douglas D. ReadyView profile

Associate Professor

• Education Policy
• Social Policy
• Educational Equity
• +3 more

Douglas D. Ready is an Associate Professor of Education and Public Policy at Teachers College, Columbia University , where he serves as Director of the Consortium for Policy Research in Education (CPRE-TC). His research focuses on the intersections of education policy, social policy, and educational equity, particularly how policies influence socio-demographic disparities in cognitive development. Research Interests: Ready’s work examines the structural determinants of educational equity, including school choice architecture, personalized learning, early childhood education, and the impacts of technology on instruction. He has published extensively in journals such as Educational Evaluation and Policy Analysis and Sociology of Education . Editorial Roles: Ready contributes to the academic community as a member of the editorial boards of Educational Evaluation and Policy Analysis and American Educational Research Journal . Key Projects: He has led analyses of programs like Teach to One: Math and Pre-K for All , exploring their effects on student outcomes and equity.

Gail E. JosephView profile

Professor

• Early Childhood Education
• Child Development
• Social-Emotional Learning
• +3 more

Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.

Margaret BublitzView profile

Associate Professor

• Perinatal Mental Health
• Integrated Behavioral Health
• Mindfulness-Based Interventions
• +6 more

Margaret Bublitz is Associate Professor at Brown University with joint appointments in the Department of Psychiatry and Human Behavior , Department of Medicine , and Department of Obstetrics and Gynecology . She holds secondary appointments at the School of Public Health as Senior Investigator and Behavioral and Social Sciences faculty member. Dr. Bublitz earned her PhD in Clinical Psychology (2010) from the University of British Columbia, followed by postdoctoral training in Cardiovascular Behavioral Medicine at Brown Medical School. Her research focuses on: Psychological stress pathways to adverse perinatal outcomes Maternal childhood maltreatment effects on neurobiology Mindfulness interventions for hypertension and preterm birth prevention Her 15 most recent publications demonstrate expertise in perinatal mental health , sleep-disordered breathing , HPA axis regulation , and fetal neurodevelopment , with significant collaborations in neuroendocrinology and maternal-infant health disparities . Scientific recognition includes: 2024-2025 Global Fulbright Scholarship 2022 Brown Early Career Research Achievement Award Multiple NIH and foundation grants exceeding $6 million Bublitz leads NIH-funded projects examining mechanisms of mindfulness training (R01HL157288) and serves as mentor in the MORPHE Trial for digital maternal health innovations. She is a licensed psychologist and active member of Brown's Stress, Trauma and Resilience (STAR) Institute and Mindfulness Center .

Frances ChenView profile

Professor

• Health Psychology
• Social Psychology
• Neuroendocrinology
• +6 more

Dr. Frances Chen is a Professor and Area Coordinator in the Department of Psychology at the University of British Columbia (UBC), located on the traditional, ancestral, and unceded territory of the Musqueam People. She holds a PhD from Stanford University (2009). Her research integrates health psychology, social psychology, and neuroendocrinology to explore how social experiences influence mental and physical health. Key areas include the physiological impacts of loneliness, social support, and hormonal changes during puberty on adolescent development. Education: PhD, Psychology, Stanford University, 2009 Research Focus: Dr. Chen investigates how social interactions 'get under the skin' through studies on loneliness, stress, conflict negotiation, and hormonal mechanisms. Her work emphasizes interventions to enhance social connection and reduce health disparities. Recent Article Trends: Recent publications highlight interdisciplinary approaches, including genetic influences on depression, effects of near-infrared lighting on cognition, and longitudinal studies on adolescent hormonal contraceptive use. Her work bridges basic science and applied health outcomes. Awards & Grants: Michael Smith Health Research BC C2 Award (2022) Killam Faculty Research Fellowship (2019) Teaching & Learning Enhancement Fund Grant (2025) SSHRC Prosociality Project Funding (2023) Lab & Mentorship: Director of the Social Health Lab, she mentors graduate and undergraduate students, prioritizing equity and inclusion. Recent lab achievements include studies on teen health development and interventions to improve student success in psychology programs. Lab Initiatives: UBC Teen Health and Development Study (longitudinal hormonal/mental health tracking) NIR lighting health impact research (collaborative interdisciplinary project) Prosociality 'in the Wild' SSHRC project

Ricardo SabatesView profile

Professor

• Educational Inequalities
• Quantitative Methods in Education
• Economics of Education
• +2 more

Ricardo Sabates is a Professor of Education and International Development at the University of Cambridge, affiliated with the Faculty of Education and the Research for Equitable Access and Learning (REAL) Centre . He is a Fellow at Hughes Hall and serves as Deputy Director of Research at the Faculty of Education. His career spans institutions including the University of Sussex, Institute of Education London, and Hughes Hall, Cambridge. PhD in Development (University of Wisconsin-Madison, USA) MSc in Economics (University of Wisconsin-Madison, USA) BA Honours (ITAM, Mexico) Ricardo is a development economist with expertise in educational inequalities , particularly in low-income countries. His work focuses on quantitative methods , maternal education impacts , and equity in educational access and learning . He collaborates with international agencies such as the OECD , UNICEF , UNESCO UIS , DFID , and the World Bank . His recent research trends include large-scale educational reform in Ethiopia , community-school participation in India , disability and learning outcomes , and teacher effectiveness in Africa . Projects often involve experimental/quasi-experimental designs and policy evaluation in Ethiopia, Ghana, India, Pakistan, Rwanda, and Tanzania. Ricardo also supervises postgraduate doctoral and masters students and contributes to core research training courses at Cambridge. He is actively involved in multiproject collaborations funded by the DFID-ESRC , MasterCard Foundation , and CAMFED , addressing topics like girls' secondary education , teacher effectiveness , and equity in educational interventions .

Ira LitView profile

Teaching Professor

• Teacher Education
• Elementary Education
• Educational Equity
• +2 more

Ira Lit is a Teaching Professor at the Graduate School of Education at Stanford University. They serve as Faculty Director of the Stanford Teacher Education Program (STEP) and are affiliated with the Stanford Woods Institute for the Environment . Their work bridges teacher education, elementary education, and educational equity. Key research areas include: Equity in education systems Design of schooling models Experiences of marginalized students Family-school partnerships Recent publications analyze teacher preparation programs, voluntary desegregation, and multilingual education. Lit has supervised doctoral students like Elena Darling Hammond and Nallely Aceves , with a focus on race, identity, and policy in California schools. They hold a Ph.D. from Stanford in Curriculum Studies and Teacher Education (2003) and have taught at Stanford since 1986.

• Environmental education
• Curriculum and pedagogy theory and development
• Early childhood education
• +5 more

Tracy Charlotte Young is a Senior Lecturer at the Faculty of Education, Southern Cross University (SCU), serving as Course Coordinator for Early Childhood Programs at the Melbourne Campus. With over 30 years of experience as an environmental educator, early childhood teacher, and tertiary educator in Initial Teacher Education, her career bridges research, pedagogy, and advocacy. Education: PhD (2019), Master of Education (2010), Bachelor of Education (1998), Graduate Diploma of Child Development (1991). Research: Focuses on child-animal relations, multispecies education, and environmental education through critical posthuman and post-qualitative lenses. Teaching: Covers philosophy (ecological ethics, Indigenous perspectives), ecology (sustainability pedagogies), and leadership in early childhood education. Supervision: Available for Masters and Doctoral projects in early childhood education, multispecies inquiry, and posthuman theories. Contact: Located at 108 Lonsdale Street, Melbourne 3000; email tracy.young@scu.edu.au. Research Impact: Her work integrates early childhood education with multispecies interactions, challenging traditional human-centric pedagogies and expanding ecological ethics in educational frameworks.

Ying XuView profile

Assistant Professor

• Early Education
• Evidence-Based Intervention
• Families and Community
• +5 more

Ying Xu is an Assistant Professor at the Harvard Graduate School of Education (HGSE), specializing in the design of AI technologies to support children's language, literacy, STEM learning, and well-being. Her research emphasizes creating AI systems that act as interactive learning companions and language partners for children while fostering human-AI collaboration with educators and families. She holds a Ph.D. in Language, Literacy, and Technology from the University of California, Irvine, and previously served as an Assistant Professor at the University of Michigan from 2022 to 2024. Her work focuses on understanding how AI can complement human interactions, particularly through conversational agents integrated into media like books and educational TV programs. Collaborations include partnerships with PBS KIDS, GBH Education, and Sesame Workshop. Funded by organizations such as the National Science Foundation and Schmidt Futures, her research bridges developmental psychology, education, and human-computer interaction. Xu's studies highlight AI's potential for personalized learning while addressing ethical considerations like AI literacy and social impact. Key achievements include numerous best paper awards and recognition as an Early Career Interdisciplinary Scholar by SRCD. Her interdisciplinary approach involves designing technologies that reflect community values and linguistic/cultural diversity, ensuring equitable access to AI-driven educational tools. Xu advocates for balanced AI integration in children's lives, emphasizing the need for transparency about AI's limitations and the importance of maintaining human connections. She explores how AI can empower stakeholders (e.g., educators, parents) to co-create technologies tailored to their needs, ensuring AI serves as a complement—not replacement—for human interaction. Current projects investigate conversational AI's design principles, children's perceptions of AI, and strategies for fostering critical evaluation of AI-generated content. She also examines how AI affects social interactions and developmental processes, advocating for ethical guidelines to maximize benefits while mitigating risks.