Leslie M Babinski is a Research Professor at Duke University's Sanford School of Public Policy and Department of Psychology and Neuroscience. She directs the Duke School Research Partnership and holds an affiliate position at Duke's Center for Child and Family Policy. Education: Ph.D. in Education, University of California, Berkeley (1993) M.A. in Education, University of California, Berkeley (1988) B.S. in Psychology, University of Scranton (1985) Her research focuses on teacher professional development for English learners, collaboration between ESL and classroom teachers, cultural wealth frameworks, and self-regulation interventions in middle schools. She has led multiple IES-funded studies including the Targeted Reading Intervention and Promoting Self-Regulation projects. Recent publications examine multilingual education strategies, ADHD developmental trajectories, and health curriculum impacts. Her work combines educational policy, neuroscience applications, and public health approaches to improve student outcomes. Key Grants: Efficacy of the DCCS Program (2018-2025) Promoting Self-Regulation (2017-2020) Neuroscience-Based Health Curriculum (2012-2016)
Ana López-Sánchez is an Associate Professor and Chair of the Department of Spanish at Haverford College. Her work bridges applied linguistics, educational linguistics, and sociolinguistics, focusing on multiliteracies pedagogy and language policy. Education B.A., University of Santiago de Compostela, Spain M.A., University of Nottingham, UK Ph.D., University of Santiago de Compostela, Spain Her research investigates language education through the lens of multiliteracies, emphasizing curriculum development, translingual practices, and linguistic equity. She explores how language pedagogy can address social cohesion and exclusion by validating diverse linguistic repertoires. Recent publications highlight her contributions to redefining language teaching frameworks, with a focus on genre-based approaches and symbolic competence. While her work spans applied linguistics, language policy, and educational innovation, specific subfields include cross-cultural pragmatics, linguistic landscapes, and heritage language instruction. She actively designs learning environments that empower both heritage and second language learners, though scientific awards or student advising details are not explicitly documented in the provided text.
Nurten Gündüz serves as a Lecturer at Gaziantep University's School of Foreign Languages, Turkey, with research spanning educational leadership, metaverse applications, and ethical frameworks in higher education institutions. Her academic credentials include: PhD in Educational Management, Inspection, Planning and Economics (Gaziantep University, 2022-2024) Master's in Classroom Education (Zirve University, 2011-2014) Bachelor's in English Language Teaching (Gazi University, 2001-2006) Dr. Gündüz investigates critical intersections between emerging technologies and pedagogical ethics, particularly examining metaverse-driven organizational transformations and avatar-related ethical dilemmas in virtual learning spaces. Her scholarship extends to cultural theory applications, trauma narratives in educational contexts, and change leadership dynamics affecting teacher commitment. This dual focus on technological innovation and foundational educational management defines her contemporary research trajectory. Analysis of her 2023-2024 publications reveals a decisive shift toward metaverse ethics, with three major studies addressing virtual identity, institutional policy gaps, and philosophical implications of immersive education. Earlier work (2015) established her expertise in leadership-organizational commitment relationships within Turkish educational systems. No scientific awards are documented in available records. Current information indicates no formal student advisement roles or grant funding activities. Her scholarly output manifests primarily through journal publications and international conference presentations rather than supervised student research.
Ingrid Evertsen is a PhD candidate at the Department of Teacher Education and School Research, University of Oslo (UiO). Her doctoral project focuses on the implementation of life skills education in Norwegian secondary language classrooms following the Subject Renewal (LK20) and explores how students and teachers conceptualize this interdisciplinary theme. Affiliation: Department of Teacher Education and School Research (UiO) Education: Master's degree in English didactics from UiO Research Interests: English and Norwegian didactics Life skills education Social and emotional learning Dialogic teaching methods Classroom research using video material Her work is part of the broader EDUCATE project evaluating curriculum reforms in Norwegian education. While no scientific awards are explicitly mentioned, her research contributes to understanding interdisciplinary themes in post-LK20 education.
Therese Tishakov is a PhD candidate at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. Her research focuses on multilingualism, language education, and English as a lingua franca (ELF) in inclusive classrooms. Current research projects: English as a Lingua Franca for Inclusive Multilingual Classrooms (ENRICH) Research groups: Cultural Diversity and Multilingualism in a Global Perspective, Evaluation and Assessment (EnA) Her recent publications analyze language beliefs of English teachers, methodological considerations in applied linguistics research, and collaborative practices to expand multilingual spaces in classrooms. Key themes include teacher-researcher partnerships, ELF in Norwegian education, and pedagogical strategies for linguistic diversity.
Dr. Elena Tribushinina is an Associate Professor at Utrecht University's Department of Languages, Literature and Communication , affiliated with the Institute for Language Sciences . Her expertise spans Child Multilingualism , Developmental Language Disorders , and Foreign Language Pedagogy , with a focus on educational interventions and cognitive mechanisms in language acquisition. Research Themes : Language Acquisition, Processing, and Disorders; Dynamics of Youth (DoY). Teaching : Courses in English Language and Culture (BA/MA), Multilingualism, and Topics in Language Acquisition. Her research investigates how bilingualism and language disorders interact in foreign language learning, using eye-tracking and intervention studies to differentiate between bilingual and DLD profiles. Recent projects include CodeTaal App for DLD children and support for Ukrainian refugee pupils. Key publication trends (2022–2025) reveal a focus on bilingual advantages , cross-linguistic transfer , connectives in discourse , and explicit instruction strategies for learners with DLD or dyslexia. She collaborates with institutions in Alberta , Antwerp , and Russia . She leads the research group Language Acquisition, Processing and Disorders and serves as Associate Editor for the Journal of Child Language . Her methodological toolkit includes eye-tracking , longitudinal studies , and meta-analyses of pedagogical interventions.
Katherine S. Nash, PhD, is an Associate Professor at Virginia Commonwealth University, specializing in narrative theory, British literature, and innovative pedagogy. Her academic foundation includes a PhD and MA in English Language and Literature from the University of Virginia (2006, 2003) and a BA from Earlham College (1995). Her research explores the interplay of narrative form, ethics, and historical context, with emphases on Victorian/Modernist literature and inclusive educational strategies. She investigates how narrative structures shape ethical engagement and advocates for student-centered teaching frameworks. Publications reflect interdisciplinary themes, merging literary analysis with contemporary issues like pandemic pedagogy and feminist ethics. Recent work emphasizes collaborative teaching models and structural reinterpretations of classic texts, showcasing adaptability across academic and societal challenges. Awards & Honors: Profile in Faculty Teaching Excellence (Center for Teaching and Learning Excellence, 2018) VCU Humanities Research Center Residential Fellow (2016) VCU Humanities Research Center Travel Grants (2014, 2016, 2017) NEH Seminar on Narrative Theory (2008) She teaches courses including Nineteenth-Century Novels, Modern Novel, Form and Theory of Fiction, and Virginia Woolf studies. No advising, grants, or lab affiliations are documented.
Mátyás Anikó serves as an Assistant Lecturer at the Department of English Linguistics and Literature, Faculty of Humanities and Social Sciences, University of Miskolc. Office: A/6, room 3 Email: aniko.matyas@uni-miskolc.hu Phone: 06-46/565-111/22-46 Office hours: Tuesdays by appointment only Dr. Mátyás holds a Teacher of English MA and Translator in Social Sciences and Economics degrees from the University of Miskolc, and is pursuing a PhD in Language Pedagogy at Eötvös Loránd University. Her research spans multiple dimensions of language education with particular emphasis on contemporary teaching methodologies and learner engagement. Her work investigates the intersection of traditional language instruction with modern educational approaches, focusing on how teacher personality influences classroom dynamics, innovative writing instruction techniques for the digital age, and the complex relationship between teacher and student motivation. She examines language testing frameworks alongside differentiation strategies that accommodate diverse learning needs in multilingual environments. Dr. Mátyás' scholarship extends to neurolinguistics, exploring how language processing in the brain informs pedagogical approaches, while her interest in gamification represents engagement with cutting-edge instructional technologies. Her comprehensive research portfolio demonstrates both theoretical depth and practical application in language education.
Helen Margaret Murray is a University Lecturer in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), specializing in Indigenous education with a focus on South Sami language and culture. She coordinates the course 'Sami themes in school (LÆR2004)' and serves as the coordinator for 'Take Credit – English KfK 8–13' and 'DEKOM: Sami perspectives in LK20' in collaboration with Nord University. Her research interests center on Indigenous peoples both in Norway and internationally, South Sami language and culture, intercultural competence, multiculturalism, and the analysis of textbooks and curricula. She has developed significant expertise in examining representations of Indigenous peoples in educational materials, particularly in English language teaching contexts. Murray's publication record demonstrates consistent focus on Indigenous representation in Norwegian education, with recent works analyzing colonial narratives in EAL textbooks, developing practical approaches for teaching about Indigenous peoples, and creating resources for Sami language revitalization. Her research shows a clear trajectory from theoretical analysis to practical application in educational settings. Qualifying scholarships from the Literacy community (2019/2020 and 2020/2021) Language grant from the Sami Parliament for Southern Sami language Qualification Scholarship from Institute for Teacher Education (ILU), 2023–2026 LIM scholarship from NTNU, 2024 Murray supervises four master's students and has received multiple research grants supporting her work on Indigenous education. She actively disseminates her research through guest lectures at various institutions, articles in national newspapers, development of digital teaching resources, and community projects like the Sami city walking tour in Trondheim. As co-leader of NTNU's Strategic Research Network 'Community – Team Sápmi' and leader of the 'Research Group: Indigenous Topics in Education,' she plays a significant role in advancing Indigenous scholarship at NTNU.
Georgios Neokleous is a Professor in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), specializing in multilingualism and English language teaching. He earned his PhD in Educational Sciences from Saint Louis University (2014) with a focus on home languages in multilingual education. Research Interests: Multilingualism, translanguaging, literacy instruction, assessment, and digital literacies in English language education. Publications: Over 15 peer-reviewed articles and chapters on multilingual teaching, teacher attitudes, and classroom practices. Education: PhD in Educational Sciences (2014), Saint Louis University.
Prof. Dr. Britta Viebrock is a Full Professor of English Language Teaching (Didaktik der englischen Sprache und Literatur) at Goethe University Frankfurt since 2012. Her work bridges pedagogy, multilingualism, and digital innovation, with a focus on ethical research practices and teacher professional development. Key contributions to Content and Language Integrated Learning (CLIL) and transcultural competence. Editorial roles in journals like Fremdsprachen Lehren und Lernen and Language Education and Multilingualism . Research Interests: She explores the intersection of digital media, film literacy, and language education, advocating for critical engagement with multilingual research. Her work on series_serial literacy and ethical frameworks in teacher training highlights her interdisciplinary approach. Recent Trends: Her 2024 publications emphasize mental health discourse and digital sovereignty in EFL classrooms, while 2022-2021 studies analyze video-based feedback, CLIL sustainability, and ethical standards in multilingual research. Scientific Awards: Preis für die beste Promotionsbetreuung (2018) Active roles in editorial boards and review colleges. Advising & Grants: Mentorship in programs like ment² and MenTa. Collaborated on grants for digital teacher education (e.g., ENROPE Erasmus+ projects). Supervised PhD theses on film literacy and transcultural competence.
Ronald D. Adelman, M.D. serves as the Emilie Roy Corey Professor of Geriatrics and Gerontology and Professor of Clinical Medicine at Weill Cornell Medical College, Cornell University. He holds multiple leadership roles including Co-Chief of the Division of Geriatrics and Palliative Medicine at New York-Presbyterian Hospital/Weill Cornell Medical Center, Executive Medical Director of the Center on Aging, and Director of both the Center for Aging Research and Clinical Care and Adult Palliative Care services. Education: M.D., Albert Einstein College of Medicine of Yeshiva University (1978) A.B., University of California, Berkeley (1974) Dr. Adelman's research program centers on critical issues in geriatric and palliative care, with particular focus on patient-physician communication dynamics, caregiver experiences across diverse populations, and end-of-life care optimization. His work addresses systemic challenges in hospice services, cultural disparities in symptom management, and innovative interventions for caregiver support. Recent publications reveal growing emphasis on racial health equity, with dedicated studies examining Black caregivers' unique experiences in home hospice settings and developing culturally tailored educational tools. Analysis of his 15 most recent publications (2020-2025) demonstrates consistent investigation into caregiver strain mechanisms, particularly among those managing chronic conditions like hypertension and diabetes. His work increasingly incorporates pandemic-responsive palliative care models while maintaining focus on communication barriers for limited English proficient patients. The research portfolio shows strong methodological diversity, spanning national consensus conferences, pilot interventions, and large cohort studies like REGARDS. Scientific Awards: None explicitly documented in source materials. As Executive Medical Director of the Center on Aging, Dr. Adelman oversees comprehensive geriatric care programs and research initiatives. His divisional leadership integrates clinical services with academic training, though specific grant funding details and student mentorship records are not provided in available documentation. Board certified in both Internal Medicine and Geriatric Medicine, he maintains active clinical practice focused on aging populations. Dr. Adelman directs multiple synergistic entities including the Center for Aging Research and Clinical Care, which bridges translational research with direct patient services, and the Adult Palliative Care program that serves as a clinical training ground for future specialists. His administrative framework emphasizes interdisciplinary collaboration across geriatrics, palliative medicine, and primary care settings.
Juan Abelló is an Associate Professor of Teaching in the Department of Mechanical Engineering at the University of British Columbia's Faculty of Applied Science. He serves as Program Chair for the Applied Science stream at Vantage College, UBC's first-year program integrating English language support with engineering content. With industry experience and a Cornell PhD, he brings practical applications to student learning through active methodologies. His educational background includes: B.S. from Cornell University M.S. from Cornell University Ph.D. from Cornell University He is a Professional Engineer (P.Eng.) and member of CEEA and Tau Beta Pi (TBP). Dr. Abelló's research centers on engineering education innovation, with emphasis on systemic functional linguistics in design pedagogy, academic buoyancy, and student wellness. His work investigates motivation in engineering career choice and integrates mental health literacy into technical curricula. Earlier research focused on rotorcraft aerodynamics and aeroacoustics, particularly blade-vortex interaction noise reduction through wake displacement modifications. Analysis of his 15 most recent publications (2018-2024) reveals a decisive shift from aerospace engineering to educational scholarship. Recent work dominates in engineering education (93% of publications), with concentrated focus on student wellness interventions, academic buoyancy metrics, and active learning techniques like self-paced modules and role-playing exercises. Only historical publications (pre-2018) address rotorcraft noise reduction. His scientific recognition includes: Killam Teaching Prize, University of British Columbia (2022) As Educational Leadership team member, Dr. Abelló transformed second-year engineering software instruction into self-paced modules with classroom support, enabling personalized learning while maintaining instructor accessibility. He pioneered embedding mental health literacy components into Mech 2 and Vantage College courses, conducting longitudinal studies on academic buoyancy. His grant-supported work focuses on evidence-based curriculum development, student wellness integration, and open educational resources, with findings presented at CEEA and ASEE conferences. He collaborates with the Mechanical Engineering Educational Leadership team and Vantage College faculty on initiatives including the Applied Science stream curriculum, wellness-integrated pedagogy, and mental health literacy frameworks for engineering students.
Dr. Caitlin Meyer is an Assistant Professor of Dutch Linguistics at the Faculty of Humanities, University of Amsterdam (UVA), specializing in language acquisition and theoretical linguistics. Her research focuses on syntactic development, numerical cognition, and pragmatic particle usage in Dutch, with significant contributions to understanding verb clusters and ordinal number acquisition. Education: PhD in Linguistics from UVA Research: Language acquisition, Dutch syntax, cognitive development, experimental linguistics Collaborations: Engaged with Leiden University Centre for Linguistics (LUCL) for interdisciplinary research Her recent publications analyze Dutch verb cluster acquisition (2015-2020), ordinal number learning strategies (2016-2021), and pragmatic particle development (2017). She employs experimental methods and cross-linguistic comparisons in her work, leveraging LUCL's Phonetics, EEG, and Eye-tracking labs. While no formal awards are listed in this dataset, her research has been published in key academic outlets. She contributes to teaching through formal programs at University of Amsterdam and participates in LUCL's educational initiatives.
Heather Mary Adams is a Contract Professor (Doctor, Type 1) affiliated with the Department of Modern Philology, Translation, and Interpretation at the University of Las Palmas de Gran Canaria. Her research focuses on Translation Studies, Interpretation, Linguistics, and Cultural Mediation within the Arts and Humanities domain. Advises Master's and Bachelor's theses in Translation and Interpreting Specializes in translation of audiovisual content, legal documents, and children's literature Active in language learning and intercultural communication research Her students have explored topics such as profanity translation , Black English , simultaneous interpretation , and ICT integration . Email: heather.adams@ulpgc.es
