Find Academic Supervisors

• Mathematics Education Curriculum
• Mathematics Teacher Education
• Algebra Teaching and Learning
• +3 more

Jill Newton is a Professor in the Department of Curriculum and Instruction at Purdue University’s College of Education. Her work focuses on mathematics education curriculum development, teacher training, and equity in education, with additional contributions to international and study abroad programs. Ph.D. in Curriculum, Teaching, and Educational Policy (Mathematics Education), Michigan State University (2008) M.A. in International Education, George Washington University (1995) B.S. in Mathematics and Secondary Teaching Certification, Michigan State University (1987) Newton’s research spans algebra teaching, curriculum coherence, and social justice in education. She has led national studies on mathematics teacher preparation and explored how teachers use curricular resources post-COVID. Her work also emphasizes international education, including virtual communities of practice for global social justice. Recent publications highlight her focus on algebraic reasoning, curricular alignment, and equity. She has co-authored studies on elementary teachers’ curriculum use, preservice teacher development, and virtual intercultural collaborations. Terry L. Wood Mathematics Teacher Educator Award (2024-25) Book of Great Teachers Inductee (2023) Outstanding Leadership in Globalization Award (2022-23) Charles B. Murphy Outstanding Undergraduate Teaching Award (2017) Newton has coordinated undergraduate research at Purdue since 2018 and has taught mathematics education courses since 2004. Her teaching experience spans secondary schools in Venezuela, Tanzania, Bulgaria, and Papua New Guinea, enriching her global perspective.

• Women Philosophers of Education
• Collaborative Learning
• Religious Education
• +3 more

Dr. Siobhán Dowling is a Senior Lecturer in Education at the School of Education, University College Cork (UCC), with expertise in Religious Education, Music Education, and the intersection of The Arts in Education. She earned her PhD from the University of Wales, Trinity St David, Lampeter, UK, in 2011 and has served in both teaching and administrative roles at UCC since 1998, including Director of the Structured PhD in Education. Education: PhD (2011) in Biblical and Musical Reception History, University of Wales, Trinity St David. Current Roles: Senior Lecturer, Tutor, Placement Supervisor, Director of Structured PhD in Education. Her research focuses on the reception history of biblical narratives in music , particularly themes like the Sacrifice of Isaac, Eve, and the Book of Samuel. She explores collaborative learning in teacher education and integrates creative pedagogy in Religious Education. Her work spans interdisciplinary analysis of the Bible’s influence on music, art, and cultural identity. The 15 most recent publications highlight her pioneering work on biblical stories in musical compositions (2025), visual and musical reception of Dives (2024), and peer-reviewed studies on collaborative learning (2023). Her contributions to the Encyclopedia of the Bible and its Reception (2025–2016) cover topics like patriarchs, psalms, and gendered biblical figures. Scientific Awards: Recipient of two book awards in the USA for co-authored work 'The Bible in Music: A Dictionary of Songs, Works and More' (2015). Research Grants and Supervision: Awarded multiple Erasmus+ Staff Mobility Grants (2023, 2014) for international training and a Kurt Weill Foundation Travel Award (2014). Supervised PhD, MEd, and PME students while serving as Internal/External Examiner. Leadership: Coordinated UCC’s Cohort PhD in Education (2001–2014) and led the MAAP in Guidance and Counseling program. Delivered invited seminars at KU Leuven, University of Tuebingen, and Trinity College Dublin.

Deborah Rivas-DrakeView profile

Professor

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

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

Demola ObembeView profile

Professor

• Strategy Process and Practice
• Knowledge Management
• Innovation Management
• +7 more

Demola Obembe is a faculty member at Nottingham Trent University , where he serves as Head of Department for Strategy, Analytics and Operations within the Nottingham Business School . With over 20 years of academic experience, he has previously held leadership roles at De Montfort University, Queen Mary University of London, and other UK institutions. Education : Not explicitly mentioned in provided text Current Appointments : Head of Department (Nottingham Business School), Visiting Professor (University of Ibadan) Demola's research focuses on strategy process and practice , knowledge and innovation management , entrepreneurship , and social capital . His work spans diverse industries including banking, construction, biotechnology, and pharmaceuticals, with particular attention to: Mergers and acquisitions Knowledge sharing mechanisms Organizational crisis response Social capital in business Strategic communication Entrepreneurial ecosystems Recent publications (2021-2025) explore topics like: Crisis management in SMEs Debt financing in sub-Saharan Africa Higher education student motivations Social capital in post-conflict recovery Demola contributes to academic communities through: Editorial Roles : Associate Editor (Management Decision), Visiting Professor (University of Ibadan) Professional Memberships : British Academy of Management, Chartered Management Institute (Fellow), Higher Education Academy (Senior Fellow) His research emphasizes practical applications in strategic management and entrepreneurship, particularly in developing economies. Demola is actively involved in advising and mentoring students, though specific advisees aren't listed in the provided text.

Stephani L. WrabelView profile

Professor

• Education Policy
• Social and Emotional Learning
• Program Evaluation
• +9 more

Stephani L. Wrabel is a Senior Policy Researcher at the RAND Corporation and Professor of Policy Analysis at the RAND School of Public Policy. She conducts influential research on education policy, social and emotional learning, and defense-funded youth programs, with her work shaping both federal and state policies. Institution: RAND Corporation School: RAND School of Public Policy Position: Professor of Policy Analysis Email: Stephani_Wrabel@rand.org Education: Ph.D. in Urban Education Policy, University of Southern California M.Ed., University of Florida B.A., Boston University Her research focuses on improving educational outcomes for students and military-connected populations through rigorous evaluation and policy analysis. She specializes in standards-based accountability, educational equity, program evaluation, and social and emotional learning. Her work often centers on vulnerable youth, including those in the National Guard Youth ChalleNGe and JROTC programs, and she has led major federal evaluations, including for the U.S. Department of Education’s Center to Improve SEL and School Safety. Analysis of her recent publications shows a consistent focus on youth development, military-civilian integration, educational equity, and evidence-based policy. Her research spans program evaluation, technical assistance frameworks, and longitudinal impact studies, with a strong emphasis on practical, policy-relevant findings. She frequently publishes both comprehensive reports and executive summaries to reach diverse stakeholders. Scientific Awards: No awards listed in the provided text. Wrabel leads major research initiatives and serves as principal investigator on defense-funded education studies. Her work involves collaboration with federal agencies, education departments, and military organizations. She has developed practical tools for program evaluation, particularly for Marine and Family Division programs, supporting effective resource use and program improvement. Her leadership in large-scale evaluations demonstrates significant grant and project management experience. She is actively involved in research teams focused on education reform and military youth programs. Her work with the Center to Improve Social and Emotional Learning and School Safety involved a multi-year technical assistance network, indicating leadership in collaborative, interdisciplinary teams.

Stephanie HladikView profile

Assistant Professor

• Engineering Education
• STEM Equity
• Qualitative Research
• +2 more

Dr. Stephanie Hladik is an Assistant Professor in the Department of Engineering Education at the University of Manitoba's Price Faculty of Engineering. Holding a PhD in Educational Research from the University of Calgary, her research integrates engineering, education, and critical theory to promote equity in STEM. She teaches technology & society and engineering communication courses. Research examines facilitation in informal learning spaces (museums, makerspaces), sociocultural approaches to STEM identity, and equity-focused pedagogy. Publications emphasize design-based research, collaborative learning, and inclusive practices. She is not currently seeking graduate students.

Susanne GrußView profile

Professor

• Contemporary British literature and culture
• Gender studies and feminist theory
• Neo-Victorianism
• +12 more

Prof. Dr. Susanne Gruß is Chair of English Literature at the Department of English and American Studies, Otto-Friedrich-University Bamberg since April 2024. Previously, she was Professor of English Literature and Culture with a focus on Gender and Queer Studies at the University of Cologne (2022-2024) and held visiting professorships at the universities of Bonn, Passau, and Frankfurt/Main. She serves as Head of Examination Board for MA English and American Studies and as representative of internationalisation at Bamberg University. Her academic background includes: M.A. in English literature, German literature, and Contemporary History from FAU Erlangen-Nürnberg (2001) Ph.D. in English literature with summa cum laude (2007), published as "The Pleasure of the Feminist Text: Reading Michèle Roberts and Angela Carter" (Rodopi/Brill 2009) Habilitation (2020) on "The Laws of Excess: Law, Literature, and the Laws of Genre in Early Modern Drama" Prof. Gruß's research spans two primary temporal domains: contemporary British literature and early modern English literature. Her specializations include gender studies and feminist theory, neo-Victorianism, Black British writing, film adaptation, and the cultural implications of the fungal world. In early modern studies, she focuses on revenge tragedy, tragicomedy, collaboration in theatre, early modern piracy, and law and literature. Across both fields, she examines popular culture, canonization, and genre formation with an interdisciplinary approach that often bridges legal studies and literary analysis. Her recent publications reveal a growing interest in fungal studies and posthumanism within literary contexts, alongside continued engagement with neo-Victorianism and early modern drama. There's a clear interdisciplinary trajectory connecting her work on law and literature with explorations of collaborative authorship across historical periods. Her scholarship demonstrates consistent attention to questions of gender, queerness, and marginalized perspectives within both contemporary and historical frameworks. Her scientific awards include: FAU-Lehrpreis für Nachwuchswissenschaftlerinnen und Nachwuchswissenschaftler (2020) Travel grant from FAU Erlangen-Nürnberg (2019) DAAD travel grant (2017) DAAD scholarship for academic year at Trinity College Dublin (1997-98) Stipendium nach dem Bayerischen Begabtenförderungsgesetz (1995-2001) Prof. Gruß actively mentors students and supervises final theses, with specific guidelines available on her Padlet page. She has served on numerous editorial boards including Zeitschrift für Anglistik und Amerikanistik and Journal for the Study of British Cultures. Her academic service extends to peer reviewing for multiple journals and participation in professional organizations such as the German Association for the Study of English and the European Society for the Study of English. At Bamberg University, she leads the Chair of English Literature, which participates in various extracurricular activities including the Book Club and the University English Drama Group. The department hosts events such as the Winter Workshop and Shakespeare productions, fostering a vibrant literary community beyond the classroom.

Svetlana BoothView profile

Academic

• Russian Language Education
• Russian Culture Studies
• Bilingualism in Children
• +3 more

Svetlana Booth is an Associate Lecturer (Education Focused) in Russian and Russian Year Abroad Co-ordinator at the University of St Andrews' School of Modern Languages. She holds an undergraduate degree from Yaroslavl State Pedagogic University (Russia), an MLitt in Russian Studies from the University of St Andrews (2005), and a degree in 'Russian as a Foreign Language and Teaching Methodology' from Pushkin State Institute of Russian Language. Her teaching focuses on Russian language instruction at all undergraduate levels, including oral, AV, translation, and written classes. She coordinates extracurricular activities such as the National Russian Essay Competition and organizes Russian film evenings to enhance cultural understanding. Notable projects include: «Моя Россия» (“My Russia”) – a student-led initiative documenting Study Abroad experiences through multimedia. «Когда словари не помогают» (“When Dictionaries do not help”) – an e-learning resource for Russian language learners. A short course on 'Scots tramping the roads to Russia,' exploring cultural and historical links between Scotland and Russia. Her research interests include children's bilingualism and innovative language teaching methodologies. She has successfully guided students to win major prizes in national competitions across all academic levels.

Kristy RobinsonView profile

Associate Professor

• Educational Psychology
• Student Motivation
• Classroom Environment
• +4 more

Kristy Robinson is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University , where she investigates classroom teaching practices and contextual factors that enhance student motivation and wellbeing. Her research program focuses on creating theoretical and empirical frameworks to support equitable instructional strategies for students' goal achievement. SSHRC-funded researcher FQRSC grant recipient Key Research Areas Motivational climate theory Expectancy-value-cost models STEM education equity Self-determination theory Emotion dynamics in learning Awards & Recognition Canadian Psychological Society President's New Researcher Award AERA Division C Outstanding Early Career Scholar AERA Motivation SIG Wilbert C. McKeachie Early Career Award Top-Producing Educational Psychology Scholar (2024) Research Platforms Director of MILES Lab (Motivation, Instructional, and Learning Experience Study) Developer of "mFlip" flipped classroom framework

Eugene KennedyView profile

Professor

• Educational Research Methodology
• Psychometrics
• School Effectiveness
• +3 more

Eugene Kennedy is a Professor in the Department of Educational Research at Louisiana State University's College of Human Sciences & Education. Holding a PhD in Educational Research Methodology from the University of South Carolina (1990), Kennedy's career spans academic research, state education departments, and technical consulting roles. His work focuses on educational effectiveness, psychometrics, and technology integration in education. Bachelor's: Sociology, Benedict College (1977) Master's: Educational Statistics & Measurement, University of Iowa (1982) PhD: Educational Research, University of South Carolina (1990) Kennedy's research interests include educational research methodology , psychometrics , school effectiveness , STEM education , data-driven decision making , and learning analytics . His recent publications demonstrate increasing focus on AI's role in education and data-driven strategies for improving educational outcomes. His academic work shows trends in educational technology integration , quantitative research methods , and STEM equity initiatives . Key themes include using data mining for educational insights, technology tools for school leadership, and innovative teaching strategies to improve student outcomes. Kennedy has participated in grants including: Co-PI for Evaluation proposal for the EBRPS American Recovery and Reinvestment Act Program (2010-2011) PI for Longitudinal Study with University of Louisiana Lafayette (2008-2009) Contact: ekennedy@lsu.edu | 221 Peabody Hall | 225-578-2193

Wolfgang StingView profile

Professor

• Theatre Pedagogy
• Performance Studies
• Cultural Education
• +3 more

Prof. Wolfgang Sting is a Professor of Theater Pedagogy/Didactics of Performing Arts at the University of Hamburg's Faculty of Education. He holds a position in the Department of Didactics of Linguistic and Aesthetic Subjects (EW 4). His career includes roles as Master's Program Director for Performance Studies and guest professorships internationally. Sting has led major research projects funded by Volkswagen Foundation, Körber Foundation, and others, focusing on intercultural theatre, performative education, and uncertainty in teaching. Education: Pädagogik, Philosophie, Psychologie, Theatre Studies (Bielefeld, Eugene, München) Habilitation: Volkswagen Foundation-funded project on Theatre Pedagogy (2000) Research focuses on Theatre Pedagogy's interplay with cultural education, intercultural practices, and performative methodologies. His projects like TUSCH and TheaterSprachCamp integrate theatre into school curricula. Recent work explores irritation as a pedagogical tool in performance-based teaching. Key awards include the 2025 ASSITEJ Prize for commitment to youth performing arts and the 2020 Hamburger Lehrpreis. He advises several scholarly boards including the journal Zeitschrift für Theaterpädagogik. Advisory roles include leading Performance Studies programs and supervising over 20 PhD students. Notable students include Alina Gregor (2023) and Virginia Thielicke (2015). Research projects span 25 years with ongoing work in Hamburg's TheaterSprachCamp initiative. Labs/Teams: Core contributor to the University's Theatre Education Lab, co-founder of the interfaculty Performance Studies program, and collaborator on the Theater in Schulen network.

• Community College Education
• STEM Pathways
• Educational Equity
• +5 more

Frankie Santos Laanan is Dean of the College of Education at the University of Utah, where he also holds Professorial appointments in the Departments of Education, Culture & Society and Educational Leadership & Policy. A first-generation college graduate and Pacific Islander scholar, he earned his B.A., M.A., and Ph.D. from UCLA in Political Science and Higher Education. Dr. Laanan has led institutions including the University of Guam, Iowa State University, and the University of Alabama, with a focus on expanding access for underrepresented students. Research Foci: Community college role in STEM pathways, transfer student adjustment, educational equity for first-generation/low-income/historically underrepresented students, postsecondary policy, and workforce development Funding: Over $8 million in grants from the Spencer Foundation, National Science Foundation, and USAID His scholarship has shaped understanding of transfer student capital, with foundational work on factors influencing retention and satisfaction among vertical/horizontal transfer students. Key findings highlight coursework quality, institutional support, and student-faculty interactions as critical for success. Scientific Awards: Barbara K. Townsend Early Career Scholar Award Founders' Service Award (ASHE Council on Ethnic Participation) Outstanding Faculty Award (NASPA Latino/a Knowledge Community) Summer Database Institute Fellow (National Center for Education Statistics) As a Principal Investigator, Dr. Laanan has studied PLTW curriculum impacts, CTE program accountability, and social capital intersections in STEM pathways. His translational research emphasizes student-centered leadership and policy reform.

Robert J. SternbergView profile

Professor

• Intelligence
• Creativity
• Wisdom
• +8 more

Robert J. Sternberg is a Professor of Psychology at Cornell University's College of Human Ecology, with honorary roles at Heidelberg University (Germany). He has held prestigious administrative positions including President of the University of Wyoming, Provost at Oklahoma State University, and Dean of Arts and Sciences at Tufts University. His research focuses on intelligence, creativity, wisdom, thinking styles, and emotional dynamics like love and hate. Sternberg is renowned for developing theories such as the Triarchic Theory of Intelligence and the Triangular Theory of Love. With an h-index of 237 and over 241,000 citations, he is among the most cited psychologists globally. He holds 13 honorary doctorates and fellowships in leading academies, including the American Academy of Arts and Sciences. His work emphasizes educational reform to better assess and nurture non-traditional learning styles. Awards include the Grawemeyer Award and multiple presidential recognitions. Sternberg advocates for transformative creativity and ethical leadership, aiming to align education with real-world problem-solving. Education Background: Not explicitly detailed in text, but extensive academic and administrative leadership roles suggest advanced degrees in Psychology and Education. His career includes Yale University (research/teaching), Tufts, Oklahoma State, and the University of Wyoming. Research Interests: Sternberg’s work spans cognitive and social psychology, focusing on: Intelligence components (analytical, creative, practical) Creativity development and assessment Wisdom in leadership and decision-making Love/hate dynamics and their societal implications Adaptive educational practices Giftedness identification and nurturing Awards & Recognition: Over 40 major honors including APA’s William James Fellow Award, Grawemeyer Award, and listings as one of the top psychologists of the 20th century. His influence ranks #7 among American psychologists (Research.com, 2024). Advising & Grants: No formal student list provided, but leadership roles imply extensive mentoring. Grants and funding details not explicitly stated in text. Professional Activities: Former APA President, editor of top journals (Perspectives on Psychological Science), and leader in international academic organizations. Current focus includes advocacy for admissions reforms and ethical leadership in education.

• Strategic Management
• Technology Startups
• E-Government
• +3 more

Sia Valentinova Tsolova serves as an Assistant Professor in the Department of Software Technologies at Sofia University's Faculty of Mathematics and Informatics. Based in Room 309, Building 2, she maintains active research and teaching responsibilities with contact email siyat@fmi.uni-sofia.bg and phone +359 2 9710400. Her research focuses on strategic management frameworks for technology startups, e-government systems, and business process modeling. She has pioneered algorithmic approaches for strategic modeling e-systems (SIAMC/SIAMS), developing simulated learning environments and classification frameworks specifically for technology new ventures. Her work bridges business administration and information systems to address entrepreneurial challenges in digital transformation. Analysis of her publication trends (2009-2016) reveals consistent output in strategy modeling algorithms, with peak productivity in 2014. Her work consistently targets technology venture commercialization, demonstrating strong interdisciplinary connections between management science and software engineering applications. Scientific Awards: No awards documented in available information Regarding academic advising and research grants, no specific details are provided in current records. Similarly, no formal labs, research teams, or collaborative initiatives are mentioned in the source material.

• Medical Education
• Health Sciences
• Medical Leadership
• +3 more

Peter Johnson is an academic researcher affiliated with James Cook University, contributing to medical education, healthcare leadership, and biomedical sciences. His work focuses on curriculum development for medical programs, leadership training for healthcare professionals, and interdisciplinary research in physiology and pharmacology. He has been deeply involved in reshaping curriculum delivery for JCU's expanding MBBS program across multiple campuses. His research also explores the application of multimedia in health sciences education and the molecular mechanisms underlying cardiovascular health. Education background not explicitly stated in provided texts Key research areas include medical leadership assessment, interprofessional education frameworks, and toxin effects on cardiovascular systems Co-leads projects on medical student leadership development and clinical competence benchmarking Johnson's publications demonstrate a strong focus on translational research bridging basic sciences with clinical practice. His 2018-2023 work emphasizes leadership skill development for healthcare trainees while maintaining rigorous biomedical research in areas like transcranial stimulation and bacterial toxin physiology. No specific awards or grants are listed in this publication record. Collaborates extensively with JCU colleagues including Simone Ross, Tarun Sen Gupta, and Karen Carlisle on medical education initiatives.