Find Academic Supervisors

Aleza R S GreeneView profile

Assistant Clinical Professor

• Autism Spectrum Disorders
• Educational Psychology
• Developmental Psychology
• +3 more

Aleza R S Greene is a Clinical Assistant Professor at the University of Arkansas , specializing in the Department of Curriculum and Instruction under the College of Education . She is the Director of the University of Arkansas Autism Support Program , which provides comprehensive academic, social, and transitional support for students on the autism spectrum. Education: Ph.D. in Psychology (Social/Developmental), Brandeis University (1999) M.A. in Psychology, Brandeis University (1992) B.A. in Psychology, Tufts University (1988) Her research focuses on Autism Spectrum Disorders , Educational Psychology , and Developmental Psychology , with an emphasis on interdisciplinary needs assessment , social skills training , and educational partnerships . Her work addresses both academic and life-skills support for neurodiverse students. Her publications and presentations (2006–2010) examine autism interventions, teacher training, and social psychological perspectives. Notable trends include collaborative education models , executive function support , and transition to independent adult roles . Scientific Award: Small Mini Grant (2008) for 'Educational, Psychological, Communication, and Career Development of Individuals on the Autism Spectrum: A Needs Assessment' She has contributed to grant proposals , program development , and peer mentorship initiatives within the Autism Support Program. Her work also intersects with campus services like the Center for Educational Access and Career Development Center .

• E-learning
• Computer Science Education
• Educational Technology
• +4 more

Janko Žufić, M.Sc.ing, is a Senior Lecturer at the Faculty of Educational Sciences, University of Pula, Croatia. He holds degrees in Electrical Engineering with a major in Automation from the Faculty of Electrical Engineering and Computing (FER) in Zagreb (1993) and pedagogical competences acquired in 2001. A certified computer science professor since 2002, he has dedicated his career to bridging technology and education, with particular emphasis on e-learning systems and computer science education. Employment History: Private sector work (1993-1999), teaching roles in primary/secondary schools (1998-2002), head of IT support at Faculty of Educational Sciences (2002-present), Senior Lecturer since 2007, and part-time teacher at Algebra Group. Research Focus: E-learning optimization, microlearning, educational technology design, programming pedagogy for elementary grades, and human factors in computing. His scholarly work spans 20+ publications, with recent studies exploring ChatGPT's educational implications (2025), video-based microlearning (2024), and gamification in computer science education (2022). He has also contributed to understanding the role of color and typography in digital learning environments (2009-2019). Žufić's practical expertise includes developing Web 2.0 tools for educators (2017), creating three books, and mentoring students in producing approximately 50 films. As an active project manager, he has coordinated two EU-funded initiatives and over 80 smaller projects focused on social and technical sciences, supported by organizations ranging from Zagreb Bank to Croatian employment agencies and Istrian municipalities. His academic rank was last renewed on January 24, 2018, within the field of Information and Communication Sciences, specializing in Information Systems.

John ShepherdView profile

Senior Lecturer

• Data Management
• Information Retrieval
• Web Search
• +4 more

Dr. John Shepherd is a Senior Lecturer in the School of Computer Science and Engineering (CSE) at UNSW, Sydney, Australia. His research focuses on data/information/knowledge management, including data modeling, query processing, multimedia retrieval, web search, and text mining. Current projects include RAM (Research Area Mapper) for research data management, and educational tools like ORE (Online Role-Play in Education), CMap (Curriculum Mapping), and WebCMS (Course Management System). His work spans interdisciplinary areas such as database systems, information retrieval, and educational technology. Notable contributions include the TEXUS framework for PDF table extraction and understanding, and collaborative projects with industry partners. Dr. Shepherd’s publications (e.g., on popularity forecasting, automated table understanding) reflect his expertise in machine learning, data systems, and applied research. He actively engages in curriculum development and educational innovation, leveraging technology to enhance learning experiences.

• History of the Greek Language
• Language Policy
• Sociolinguistics
• +3 more

Eleni Karantzola is a Professor in the Department of Mediterranean Studies (Archaeology, Linguistics, International Relations) at the University of the Aegean. She holds expertise in the history of the Greek language, sociolinguistics, language policy, and literacy education. Her academic journey includes studies at Aristotle University of Thessaloniki, Université Paris VII, and École des Hautes Études en Sciences Sociales, where she completed her PhD with Onassis Foundation support. Research interests focus on Early Modern Greek (16th-17th centuries), language contact phenomena, writing systems, and language policy related to adult education and multilingualism. She has directed the Southeast Mediterranean Linguistics Laboratory since 2008, establishing initiatives like the 'Literacy Network' and early modern Greek study groups. Her administrative roles include Department President (2010-2012) and Secretary General of Lifelong Learning (2012-2013). She has contributed to national and EU projects (EPEAEK, NSRF, Reprise) addressing language education and policy. Her publications span monographs, edited volumes, and journals like Journal of Pragmatics and Revista de Estudios Neohellenicos . She co-edited the series 'Language – Education – Society' and authored works on Greek immigrant education, linguistic diversity, and language change. Her work bridges historical linguistics with contemporary educational challenges, emphasizing multilingualism and literacy in sociopolitical contexts.

Lisa LaurierView profile

Professor

• Education
• Elementary Education
• Literacy and Language
• +3 more

Professor Lisa Laurier has been with Whitworth University since 2003, serving in the Department of Education. She holds an Ed.D., M.Ed., M.A., and B.A. from Northern Arizona University and University of Redlands respectively. Her expertise spans elementary education, literacy development, diagnosis of reading difficulties, and children's literature. Her research focuses on creating heart-centered classroom climates, global citizenship through technology, and effective literacy interventions. She has published in journals such as Journal of Education and Christian Belief and Utah Journal of Literacy . Dr. Laurier's work includes presentations on topics like phonemic awareness instruction for deaf students and using non-fiction to enhance inferential thinking in elementary students. She has received the AILACTE Scholar Award (2008) and contributed to educational policy via roles on the Washington Educator Skills Tests-Endorsements Content Advisory Committee and Scholastic Books Professors Advisory Board. Teaches courses including Diagnosis & Treatment of Reading Disabilities, Literacy Field Experience, and Writing Rally Serves as Chair/Treasurer of Whitworth Writing Rally and member of Success by Six Advisory Board

• Writing Across the Curriculum
• Multilingual Writing
• Language/Grammar Support
• +4 more

Kendon Kurzer is a Lecturer at the University of California, Davis, affiliated with the School of Education. Their work focuses on multilingual writing, Writing Across the Curriculum (WAC), and antiracist pedagogies in diverse educational contexts. Kurzer holds a Ph.D. in Education, Language, Literacy, and Culture from UC Davis, an M.A. in TESOL, and a B.A. in Linguistics. Research interests include grammar support for multilingual writers, dynamic written corrective feedback methodologies, and writing program administration challenges. They advocate for pedagogical frameworks that treat linguistic differences as resources rather than deficiencies. Recent work addresses tutoring models in developmental writing programs and equity in writing placement systems. Teaching areas span multilingual writing instruction across disciplines (business, education, food science, nursing), emphasizing antiracist practices. Publications since 2006 explore corrective feedback efficacy, WAC program design, and metacognition in education standards. Kurzer's research often bridges theory and practice, with a focus on community college and second language contexts. Notable contributions include studies on embedded vs. drop-in tutoring effectiveness, accuracy gains from unfocused feedback, and faculty training in linguistically just pedagogies. Their work intersects with sociolinguistics, educational equity, and second language acquisition.

• Collaborative Learning
• Second Language Acquisition
• Language Pedagogy
• +4 more

Lorely Aponte Ortiz is a Lecturer in the School of International Studies and Education at the University of Technology Sydney (UTS), affiliated with the Faculty of Arts and Social Sciences. She specializes in Spanish language and culture education, emphasizing collaborative learning methodologies to enhance student engagement and intercultural awareness. Her research interests span second language acquisition, pedagogical innovation, and intercultural communication. She holds a Master's in Interpreting and Translating from Macquarie University and is a NAATI-certified Interpreter/Translator since 2006. Her teaching extends to the Spanish Language and Culture course, and she actively participates in the Languages and Cultures Network for Australian Universities. Key research areas include collaborative learning environments in higher education, legal interpreting, and language-media intersections. Her scholarly contributions focus on bridging language and cultural divides through pedagogical frameworks.

• Serbian Language Teaching Methodology
• Derivatology
• Lexicology
• +3 more

Gordana Štasni serves as Full Professor at the Department of Serbian Language and Linguistics within the Faculty of Philosophy, University of Novi Sad, where she has held academic positions since 2005 after progressing through assistant professor (2008), associate professor (2013), and full professor (2018) ranks. Educational Background: B.A. in Yugoslav Literature and Serbo-Croatian Language (1990), Faculty of Philosophy, University of Novi Sad M.A. in Serbian Language and Linguistics (1999): The Influence of Gender on Adolescent Narration Ph.D. in Serbian Language and Linguistics (2007): Word Formation in Serbian Language Teaching Her pioneering research centers on Derivatology and Somatism in Language , examining how body-part terminology shapes reality conceptualization in Serbian. She has developed foundational frameworks in Serbian Language Teaching Methodology , particularly for non-native speakers, alongside significant contributions to Lexicology and Phraseology . Her work bridges theoretical linguistics with practical pedagogy through textbook development and methodological systems. Analysis of her publications reveals consistent focus on Serbian language education infrastructure, with recent works (2017-2018) expanding into cognitive linguistic aspects of somatisms while maintaining core emphasis on grammatical instruction and literary methodology. This dual trajectory demonstrates both theoretical depth in Serbian linguistics and practical impact on national education standards. Award Recognition: Stojan Novaković Award for textbook sets Serbian as a non-native language (Grades 1-8) from Belgrade Textbook Institute (2011) Her teaching portfolio includes advanced coursework in glottodidactics, methodological systems, and lexicological research. While student advisement details aren't specified in source materials, her textbook development indicates substantial mentorship impact through educational resources. No institutional research grants are documented in the provided text, though her award-winning publications suggest successful project leadership.

Patrizia AmanatiView profile

Tutor

• Organisational Development
• Systemic Coaching
• Team Coaching
• +3 more

Patrizia Amanati serves as a Visiting Tutor at Henley Business School, University of Reading. With over 25 years of senior international business experience, she retrained as a coach and facilitator, joining Henley's inaugural MSc in Coaching and Behavioural Change cohort in 2009. She has been an active member of the Coaching Constellations team since 2011, facilitating core curriculum sessions across the program. Her expertise centers on Systemic Coaching and Constellations, which she integrates with diverse coaching methodologies to drive individual, team, and organisational transformation. As a Certified Team Coach fluent in three languages, she leverages assessment tools including Myers-Briggs Type Indicator, Leadership Circle Profile, and DiSC to provide multidimensional client insights. Her practice focuses on developing systemic awareness to enable sustainable change within public and private sector clients across Europe and internationally. Specialisms : Organisational development, Systemic Constellations, Cross-cultural coaching Certifications : Certified Team Coach, Licensed practitioner for MBTI, Leadership Circle, and DiSC Patrizia remains actively engaged with Henley Business School through the Coaching Constellations team, contributing to the evolution of coaching pedagogy and practice within the MSc program.

• Italian Language and Culture
• Language Teaching and Digital Pedagogy
• Translation Studies
• +7 more

Valentina Abbatelli is an Assistant Professor in the Italian Department at the University of Warwick, specializing in Italian language, culture, and pedagogy. She holds a PhD in Historical Linguistics and History of Italian Language from the University of Rome 'La Sapienza' and a second PhD in Italian Studies from the University of Warwick. PhD in Italian Studies (University of Warwick) PhD in Historical Linguistics and History of Italian Language (University of Rome 'La Sapienza') DITALS II Certification (University for Foreigners of Siena) MA in Linguistics (University of Rome 'La Sapienza') BA in Italian Studies (University of Rome 'La Sapienza') Her research focuses on Italian language teaching, digital pedagogy, translation studies, and the history of publishing, with particular emphasis on Fascist Italy, visual culture, and national identity. She explores intercultural competence, empathy development, and EDI (Equity, Diversity, Inclusion) in language education through transnational and glocal approaches. Recent publications include analyses of translation practices in Fascist Italy, intercultural virtual exchange projects, and diversity integration in language curricula. She was awarded the Society of Italian Studies EDI Excellence Award in 2022 and Senior Fellow of Advance HE in 2024. Society of Italian Studies EDI Excellence Award (2022) Senior Fellow of Advance HE (2024) Funded research projects (IAS, GRP Connecting Cultures, HRC) She coordinates language modules at various levels and leads initiatives like the Intercultural Virtual Exchange with the University of Genoa. Her teaching innovations include digital assessments to enhance student engagement and transferrable skills.

Robert LeBlancView profile

Associate Professor

• Secondary English Language Arts education
• Literature instruction
• Narratology and narrative theory
• +9 more

Dr. Robert LeBlanc serves as Associate Professor of ELA/Literacy and Board of Governors Research Chair (Tier II) in Literacy Studies at the University of Lethbridge's Faculty of Education. Currently on academic leave, he maintains active research leadership while specializing in secondary English education and literature instruction methodologies. His educational foundation includes: Ph.D. in Reading/Writing/Literacy from the University of Pennsylvania (Defended with Distinction) M.A. in Education and Society from McGill University (Dean's Honour) B.Ed. in Secondary Education from the University of Saskatchewan (With Great Distinction) LeBlanc's research examines classroom discourse through interactional sociolinguistics, narrative theory, and Bourdieu's frameworks, with particular focus on digital literacies in platform societies. His work bridges traditional literary interpretation with emerging digital ecologies, analyzing how students navigate voice stylization, intertextuality, and ethical dimensions of narrative form within contemporary educational contexts. Recent publications demonstrate consistent exploration of digital platform impacts on ELA instruction, narrative pedagogy innovations, and sociocultural dynamics in literacy development. His scholarship reveals evolving emphasis on pandemic-responsive teaching, algorithmic literacy, and critical media ecologies while maintaining core commitments to qualitative ethnographic methodologies. Notable recognition includes: 2024 Alberta Teachers' Association Educational Research Award AERA Outstanding Dissertation Award (2017) University of Pennsylvania Faculty Award for Outstanding Leadership and Teaching Coyle Fellowship at Notre Dame's Center for Literacy Education As Research Chair, LeBlanc leads institutional initiatives in literacy studies while mentoring graduate researchers. His policy briefs for the National Council of Teachers of English demonstrate active engagement with educational practitioners, though specific grant funding details remain unspecified in source materials.

Liselott ForsmanView profile

Associate Professor

• Literacy Strategies
• Continuing Professional Development
• Wellbeing
• +5 more

Liselott Forsman is an Associate Professor and Senior Lecturer at Åbo Akademi University’s Faculty of Education and Welfare Studies, specializing in Pedagogy. With expertise in literacy strategies, inclusive education, and teacher professional development, she leads and contributes to interdisciplinary research projects in Finland. ORCID: 0000-0001-8893-6943 Email: liselott.forsman@abo.fi Phone: +358-469219647 Her research explores literacy strategies in multilingual contexts, continuing professional development for educators, and wellbeing in schools. She focuses on inclusive education , cross-curricular teaching , and language-aware pedagogy , addressing equity and policy implementation in Finland-Swedish education. Recent publications examine bilingual education in Swedish-speaking Finland, collaborative teaching methods for second-language learners, and democratic citizenship through language-conscious instruction. Her work emphasizes student engagement , scaffolded learning , and policy-driven educational reform . Projects include: Multilingualism in focus (2024–2026): Investigating language integration in education. Överdid - cross-disciplinary didactics (2022–2025): Developing interdisciplinary teaching frameworks. KalejdoLANGUAGE (2022–2025): Enhancing language instruction through collaboration.

Virginie JacksonView profile

Assistant Professor

• Early Literacy Development
• Culturally Responsive Teaching
• Teacher Education
• +3 more

Dr. Virginie Jackson is an Assistant Professor of Literacy Education at the Bagwell College of Education , Kennesaw State University. Her work bridges early literacy development with culturally responsive pedagogy , focusing on preparing preservice teachers to address the needs of culturally and linguistically diverse students . Dr. Jackson’s research emphasizes equitable classroom practices , literacy curriculum design , and anti-bias education . Her recent publications highlight intersections between digital literacy tools , critical race theory , and student-centered storytelling , with methodological approaches ranging from case studies to quantitative analyses. Scientific Awards: Georgia Association of Teacher Educators (GATE) Distinguished Research in Teacher Education Award (2023) Professional Leadership: Dr. Jackson serves as President-Elect of GATE and chairs the NCTE Elementary Section Nominating Committee. She co-leads the NCTE Professional Dyads and Culturally Relevant Teaching initiative, advocating for systemic changes in teacher education programs.

Marie LeahyView profile

Associate Professor

• Educational Leadership
• Curriculum and Instruction
• Classroom Management
• +7 more

Marie Leahy is an Associate Professor of Education and Chair of Undergraduate Education at Chestnut Hill College, where she plays a key role in shaping curriculum and teacher preparation programs. She holds an Ed.D. in Educational Leadership K-12 from Widener University, with expertise in curriculum, instruction, and staff development. Educational Background: B.A. in Economics & Business Administration, Ursinus College (1987) B.A. in Philosophy & Religion, Ursinus College (1987) M.Ed. in Multicultural Education, Eastern University (2002) Ed.D. in Educational Leadership K-12: Curriculum, Instruction, and Staff Development, Widener University (2013) Her research focuses on trauma-informed teaching, classroom management, multicultural education, and literacy, with a particular interest in how parental mental illness affects student achievement. She also explores diversity in children’s literature and early reading development. The available publications reflect a strong commitment to educational equity, student well-being, and inclusive pedagogy. Her work bridges psychological insights with classroom practice, emphasizing supportive learning environments for at-risk students. Professional Memberships and Honors: Kappa Delta Pi, International Honor Society in Education Phi Kappa Phi, All-Discipline Academic Honor Society Omicron Delta Kappa, National Leadership Honor Society Marie Leahy advises curriculum development and mentors future educators through her teaching of the Student Teaching Seminar and Middle Level Writing Methods/Assessment. She has served as a curriculum coordinator and mentor teacher during her 25 years as a classroom educator. She currently contributes to K–12 education beyond the college by serving on the Board of Limited Jurisdiction at Our Mother of Consolation School in Philadelphia. She is affiliated with professional organizations that recognize excellence in education, leadership, and interdisciplinary scholarship. No specific grants or funded research projects are mentioned in the text.

Sonja KosunenView profile

Associate Professor

• Sociology of Education
• Urban Sociology
• Educational Inequality
• +5 more

Sonja Kosunen serves as Associate Professor at the University of Helsinki's Faculty of Social Sciences, Department of Education, holding a Docent title in Sociology of Education and Urban Studies awarded in 2017. She directs the Social studies in Urban Education (SURE) research group and serves as Supervisor for the Doctoral Programme in School, Education, Society, and Culture while participating in the Helsinki Inequality Initiative (INEQ). Her research focuses on diversity, multilingualism and social justice in education, with particular emphasis on school segregation, urban educational landscapes, and the sociology of educational inequality. Kosunen examines how middle-class normativity operates in schools and how students navigate these environments based on their cultural capital and social backgrounds. Her publication record shows consistent output with 76 research outputs including recent high-impact work on magnet/elite schools in Helsinki, cultural capital recognition in schools, and critical analyses of Finland's renowned education system. Her 2023 co-edited volume 'Finland's Famous Education System: Unvarnished Insights into Finnish Schooling' provides a comprehensive critique of common narratives about Finnish education. Cygnaeus-palkinnon finalisti 2019 Ehdokkaana HYY:n Hyvä Opettaja, Magister Bonus -palkinnon saajaksi 2016 Vuoden tiedeartikkeli -palkinto 2017 Väitöskirjapalkinto, Kasvatustieteellinen tiedekunta 2017 Kosunen actively supervises doctoral and Master's students while managing multiple research projects including SURE (Social studies in Urban Education), MÅDIG (Mångfald och differentiering i grundskolan), and KOTOPE (Kouluhyvinvointi, oppimisen tuki ja opettajasegregaatio). She serves on the Department of Education board and contributes to national educational discourse through frequent media appearances in Helsingin Sanomat, Acatiimi magazine, and educational podcasts.