Find Academic Supervisors

• Recreation Access
• Sport Management
• Recreation Partnerships
• +4 more

Bob Barcelona, Ph.D., CPRP, serves as Department Chair and Professor in the Department of Parks, Recreation and Tourism Management at Clemson University's College of Behavioral, Social and Health Sciences. His research focuses on enhancing recreation access, improving program quality through partnerships and planning, and studying the benefits of active recreation. Dr. Barcelona collaborates extensively with federal agencies including the U.S. Department of State, HUD, USDA, and leads the Community Planning and Research Collaborative (CPARC), conducting community-engaged research with parks agencies nationwide. Educational background includes: Ph.D. Recreation and Park Administration, Indiana University-Bloomington (2001) M.S. Recreational Sports Administration, Indiana University-Bloomington (1995) B.A. Political Science, University of Mississippi (1993) Research interests span recreation access optimization, sport facility management during crises, youth development through recreational programs, outdoor recreation behavior modeling, and cross-sector partnership efficacy. His work emphasizes practical applications for public agencies and educational institutions. Major scientific awards and honors: Fellow, The Academy of Leisure Sciences Fellow, American Academy for Park and Recreation Administration Certified Park and Recreation Professional (CPRP) Excellence in Innovation Award, Clemson University Outstanding Professional Alumni Award, Indiana University Dr. Barcelona provides strategic leadership as Chair of the Council on Accreditation for Parks, Recreation, Tourism and Related Professions (COAPRT) and previously served as Editor-in-Chief of the Recreational Sports Journal. His CPARC initiative facilitates nationwide recreation planning through academic-agency collaborations.

Zorka KaranxhaView profile

Professor

• Educational Leadership
• Special Education Law
• Charter Schools
• +4 more

Dr. Zorka Karanxha is a Professor in the Department of Educational Leadership and Policy Studies at the University of South Florida, College of Education. She holds a Doctor of Education (Ed.D.) from Lehigh University and serves as the UCEA Plenum Representative and former co-editor of the Journal of Cases in Educational Leadership. Grants: Principal Investigator for the $1.235 million Leadership for Literacy Intervention (LLI) Scholarship Project (2020–2024), with over $5.8 million in cumulative grant funding. Research Focus: Educational leadership preparation, special education law, charter schools, and policy analysis. Publications: Co-authored book, book chapters, and articles in journals like Educational Administration Quarterly and the Journal of Special Education Leadership.

Dulce GonçalvesView profile

Assistant Professor

• Educational Psychology
• Equity & Learning
• Learning Difficulties
• +4 more

Dulce Gonçalves is an Assistant Professor at the Faculty of Psychology of the University of Lisbon, where she has been teaching and researching since 1987. She coordinates the IDEA Project (Investigation of Difficulties for Evolution in Learning), focusing on inclusive education frameworks and learning difficulties. As a specialist in Educational Psychology registered with the Order of Portuguese Psychologists, her work bridges theoretical research with practical applications in educational counseling. Research Interests: Equity & Learning, Educational Counseling, Lay Beliefs and Conceptual Change, Learning Strategies, Inclusive Education. Her publications from 2002 to 2016 emphasize functional assessment models, conceptual change theory, and interventions for learning difficulties. She has edited multiple volumes on the IDEA Project, highlighting interdisciplinary approaches to educational equity and student development.

• Social Work
• Socio-Spatial Perspectives
• Youth Welfare

Theresa Hykel is a Lecturer at HTWK Leipzig in the Social Sciences Practice Department under the Faculty of Architecture and Social Sciences. With a focus on social work in public and private organizations , she emphasizes socio-spatial perspectives and youth welfare in her teaching and advising. Research Interests Her work intersects with urban social issues, particularly examining housing environments' impact on health, community participation in digital society, and interdisciplinary approaches to social work. Projects like Erfahrungswelten häuslicher Gewalt and Koordinierungsstelle Kommunale Gesundheit reflect her commitment to analyzing domestic violence and municipal health planning through a socio-spatial lens. Academic Contributions While specific student advisees aren't listed, her involvement in key initiatives like GRÜNAU BEWEGT sich (urban health) and Psychosomatische Reha und Erwerbsminderung (vocational rehabilitation) demonstrates expertise in community-based interventions. She participates in international networks including EASSW and DAAD programs , promoting global perspectives in social work education.

Melissa NottView profile

Associate Professor

• Rural Health
• Healthy Ageing
• Neurorehabilitation
• +4 more

Melissa Nott is an Associate Professor and Principal Research Fellow at Charles Sturt University's Three Rivers Department of Rural Health, specializing in rural healthcare, healthy ageing, and neurorehabilitation. She previously taught and led research in the School of Community Health. Education: BAppSc (Occupational Therapy) Hons, PhD, GradCert (Learning & Teaching) Her research focuses on co-designed, culturally safe healthcare initiatives for rural communities, First Nations peoples, and individuals with intellectual disabilities. She pioneers telehealth/virtual care applications and translational research to bridge evidence-to-practice gaps. Recent publications highlight her work in telehealth sustainability, cognitive strategy assessment (PRPP system), and aging well programs. She advocates for stakeholder-driven research methodologies and evidence-based practice in occupational therapy. Scientific Awards Charles Sturt Excellence Award (2021) Western NSW Local Health District Health Research Award (2025) Nott mentors clinicians and early-career researchers while securing grants for projects like the $600,000 ON-TRAC mental health initiative. She leads the Ageing Well in Rural and Regional Australia program and participates in national research networks such as the Occupational Performance Coaching Network.

• English Language Teaching
• Assistive Technology
• Educational Technology
• +5 more

Ayşe Tuna serves as a Lecturer at Trakya University's School of Foreign Languages, holding this academic position continuously since September 2011. She earned formal recognition as Lecturer Doctor following her 2020 doctoral completion in English Language Teaching. Her academic credentials include: Doctoral Degree in ELT, Trakya University (2020) Master's Degree in ELT, Trakya University (2009) Bachelor's Degree, Middle East Technical University (2003) Her research synthesizes English Language Teaching with cutting-edge assistive technology development, specifically targeting communication and accessibility barriers for neurodiverse and physically challenged populations. Key focus areas include autism spectrum disorder interventions, speech disorder accommodations, and elderly/disabled support systems through smart environments. Analysis of her publication trajectory reveals consistent interdisciplinary innovation across computer science and special education domains. Her work progresses from computer-assisted autism interventions (2017) to secure communication platforms for speech disorders (2016), culminating in integrated smart home ecosystems (2015), demonstrating a cohesive research vision centered on human-centered technological adaptation.

• Speech Therapy
• Developmental Dyslexia
• Language and Speech Pathology
• +5 more

Ekateryna Todorova, PhD, is an Associate Professor at the Department of Health Care and Social Work, New Bulgarian University. She specializes in developmental dyslexia, speech therapy, and special educational needs. Her career spans over two decades in academic and clinical roles. Research Interests: Dyslexia diagnostics and therapy Articulation and phonological disorders Executive function in learning disabilities Educational technology for special needs Developmental language impairments Inclusive education practices Academic Contributions: She has authored multiple books and chapters on developmental dyslexia and articulation disorders, including Bulgarian adaptations of international diagnostic tools like DDE-2. Her recent research focuses on literacy training for children with physical disabilities using assistive technologies. Professional Roles: Former dean of the Bachelor's Faculty (2016-2020), former director of quality commission, and academic mentor in EU-funded projects like Erasmus+ and Human Resources Development Program.

Rosa Santos GilbertzView profile

Professor

• Early childhood special education
• Early intervention
• Professional development
• +4 more

Rosa Santos Gilbertz serves as Associate Provost for Faculty Development and Professor of Special Education at the University of Illinois at Urbana-Champaign. In her administrative role, she oversees campus-level processes and policies related to faculty development and success, including mentoring programs for pre-tenure and mid-career faculty, career paths for specialized faculty, and leadership development initiatives. Prior to becoming Associate Provost, she served as Interim Head of the Department of Special Education in the College of Education (2016-17) and was a Provost Fellow for Faculty Development and Diversity (2015-16). Dr. Santos' educational background includes: PhD in Special Education from Utah State University MS in Special Education from Emporia State University BS in Family Life and Child Development from University of the Philippines Her research program focuses on young children with disabilities and their families within early intervention and early childhood special education contexts. She has developed expertise in three interrelated areas: (1) building empirical knowledge on how parents facilitate children's learning and development; (2) understanding the role of culture and language in young children's development; and (3) translating research to practice for early childhood professionals. Her work consistently emphasizes culturally responsive practices for diverse families of children with disabilities. Analysis of her recent publications reveals strong thematic continuity in supporting marginalized populations, particularly refugee families, military families, and culturally diverse families of children with disabilities. Her scholarship demonstrates sophisticated methodological approaches across qualitative, quantitative, and mixed methods research designs. Dr. Santos has received numerous prestigious awards throughout her career: 2022: Distinguished Graduate Lecturer at San Diego State University 2013: CEC Leadership Award from The Council for Exceptional Children 2012: Merle B. Karnes Service Award from The Division for Early Childhood 2009-2013: Teaching Academy Faculty Fellow 1999-2014: Multiple recognitions as an Excellent Teacher As a principal investigator, she has secured substantial funding from federal agencies including the Illinois Department of Human Services, US Department of Defense, US Department of Agriculture, and US Department of Education. Her current grants focus on early intervention training, military family support, and leadership development for special education personnel, with total annual funding exceeding $1.7 million. Dr. Santos actively collaborates with the Military Families Learning Network and directs the Early Intervention Training Program at the University of Illinois, developing innovative resources for professionals serving diverse families in early intervention settings. Her leadership extends to national organizations including the Division for Early Childhood of the Council for Exceptional Children.

Crystal WilliamsView profile

Assistant Professor

• Early Childhood Special Education
• Family-Centered Early Intervention
• Natural Learning Environments
• +3 more

Crystal Williams is an Assistant Professor in the Special Education department at the University of Illinois, Urbana-Champaign. Her work focuses on early intervention practices for children with significant support needs, emphasizing family roles in developmental outcomes and natural environment implementation. Previously, she worked as a developmental therapist and Infant/Toddler Specialist at Champaign County Head Start. Education: Master’s in Early Childhood Special Education (University of Illinois, 2019) Research Interests: Family-centered early intervention Bagless approach in natural environments Caregiver coaching frameworks Inclusive practices for students with extensive support needs Transition planning policy analysis Publications: Recent studies examine Part C early intervention systems, caregiver coaching during the pandemic, and material use tensions in EI sessions 2024 work on inclusive collaboration strategies and transition planning 2023 research on natural environment inclusion practices 2020 foundational paper on bagless intervention approaches

• Special Education
• Disability Studies
• Transition to Postsecondary Education
• +5 more

Dr. Marcia L. Montague is a Clinical Associate Professor in Special Education at Texas A&M University's College of Education and Human Development. With over ten years of higher education teaching experience and nine years as a special education classroom teacher, she focuses on transition support for first-generation college students and individuals with disabilities. Her leadership includes roles as Training Director at the Center on Disability and Development, Chair of the Special Education Master's Program, and Co-Director of Heart of Texas GEAR UP. Education Ph.D., Educational Psychology, Texas A&M University M.Ed., Educational Psychology (Bilingual Special Education), Texas A&M University B.S., Interdisciplinary Studies (Special Education), Texas A&M University Research Focus Montague's research examines systemic approaches to educational equity, including: college retention strategies for marginalized students; disability-inclusive disaster preparedness; evidence-based teacher training models; and culturally responsive family engagement. Her work emphasizes practical interventions in K-12 and postsecondary settings, often through community partnerships with school districts and disability service agencies. Publication Trends Her scholarly output (2014-present) demonstrates consistent focus on special education praxis, with recent meta-analyses evaluating GEAR UP programs' long-term efficacy. Recurring themes include: validating assessment tools for self-advocacy; optimizing MTSS frameworks for teacher development; and creating accessible resources for Spanish-speaking families. Methodologies range from case studies in disaster management to large-scale educational data analysis. Awards and Honors College of Education Extraordinary Service Award (2024) Chancellor's Academy of Teacher Educators Team Award (2023-2024) Provost Faculty Teaching Excellence Award (2023-2024) Distinguished Achievement Award for Teaching (2021) Faculty Sustainability Champion Award (2021) Departmental Outstanding Teaching Award (2021) Leadership and Service Directs multiple university initiatives including Aggie Homework Helpline and Heart of Texas GEAR UP. Provides professional development for educators and disability service providers. Noted accomplishments include being named T-Camp Namesake (2025) for exemplary contributions to student development.

Sarah HopkinsView profile

Associate Professor

• Mathematical Cognition
• Learning Difficulties
• Inclusive Education
• +6 more

Sarah Hopkins is an Associate Professor in the Faculty of Education at Monash University , dedicated to reducing educational inequalities through interdisciplinary research in Mathematical Cognition and inclusive education. Her work integrates cognitive psychology and mathematics education to address learning difficulties, particularly among students from disadvantaged backgrounds and those with intellectual disability. Developed the Keyboard , a visual-spatial tool to enhance arithmetic strategy development Coordinated the Keep on Learning (KoL) Program for adults with intellectual disability Current ARC Discovery Project examines classroom applications of the Keyboard for lower primary students Research Interests span mathematical cognition, retrieval strategies, procedural flexibility, and inclusive pedagogy. Her projects often involve collaborations with the Spencer Foundation , ARC , and Ecstra Foundation , focusing on tool development, assessment design, and teacher training. Methodological Expertise includes Rasch analysis, microgenetic approaches, and mixed-methods research. She works with interdisciplinary teams to validate measurement scales and analyze longitudinal learning outcomes, particularly for marginalized groups.

Jennifer ZukView profile

Assistant Professor

• Developmental Cognitive Neuroscience
• Speech and Language Acquisition
• Neurodevelopmental Disabilities
• +4 more

Jennifer Zuk is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Boston University. Her research integrates developmental cognitive neuroscience, clinical speech-language pathology, and music cognition to study early childhood factors influencing speech, language, and reading acquisition in neurodevelopmental disabilities. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University Ed.M., Mind, Brain, and Education, Harvard Graduate School of Education B.A., Cognitive Science, Case Western Reserve University B.S., Music Education, Case Western Reserve University Her work employs behavioral and neuroimaging tools (eMRI, fMRI) to examine brain-behavior relationships in children from infancy to school age, focusing on communication disorders, environmental influences (e.g., music), and translational clinical applications. She bridges music cognition and educational interventions to promote inclusive practices. Recent publications highlight her interdisciplinary approach, exploring: Speech timing and white matter organization in autism Prosody production in neurodevelopmental contexts Home literacy/music environments' impact on early language Neural predictors of reading/language outcomes Music-reading skill correlations Developmental resilience mechanisms in dyslexia As a speech-language pathologist, Dr. Zuk emphasizes translating research into clinical practice for improved identification and inclusion of communication disorders.

Erik SverdrupView profile

Senior Lecturer

• Causal Inference
• Statistical Computing
• Data Science
• +4 more

Erik Sverdrup is a Senior Lecturer in the Department of Econometrics & Business Statistics at Monash University. His research focuses on causal inference, statistical computing, and data science, with applications spanning mental health analytics, econometrics, and machine learning. Recent work has emphasized treatment effect heterogeneity, survival analysis, and algorithm development for complex healthcare and financial datasets. Research Interests: Causal inference, treatment effect modeling, statistical computing, mental health analytics, financial risk analysis. Key Collaborations: Involved in multi-institutional studies with applications to psychiatric research, veterans' health, and global disability assessment. Email Contact: Erik.Sverdrup@monash.edu

Hyun-Jung KangView profile

Assistant Professor

• Community Music Therapy
• Neuroscience-informed Trauma Care
• Spirituality and Mindfulness
• +4 more

Dr. Hyun-Jung Kang serves as an Assistant Professor of Music Therapy at the State University of New York at Fredonia, bringing extensive international experience from teaching positions at multiple South Korean universities since 2007. Her academic credentials include: Ph.D. in Expressive Therapies from Lesley University Ph.D. in Music Therapy from Ewha Womans University Master of Education (M.Ed.) in Music Therapy Education from Ewha Womans University Bachelor of Music (B.M.) in Orchestral Instruments and Bachelor of Arts (B.A.) in Psychology from Ewha Womans University Violin training at Seoul Arts High School Her research integrates Community Music Therapy (focusing on everyday well-being, educational applications, and interdisciplinary practice), Neuroscience-informed Trauma Care (applying neuroscientific principles to trauma interventions), and Spirituality and Mindfulness . She critically engages with contemporary philosophy including ecological perspectives, postmodernism, and posthumanism to advance therapeutic paradigms. Publication trends reveal increasing emphasis on community-based applications, with recent work examining amateur orchestra participation's impact on well-being, trauma-focused interventions for vulnerable populations, and theoretical foundations of community music therapy. Her scholarship bridges clinical practice with philosophical inquiry across diverse contexts from educational settings to correctional facilities. Dr. Kang directs CoMuHeal and has secured significant funding including grants from Gyeonggi-do government (Korea) for trauma-healing concerts targeting firefighters and Kyobo Life Insurance (Korea) for COVID-19 mental health initiatives. Her clinical practice spans 18 years with expertise in Guided Imagery and Music (Level II), Jungian Sandplay, and neuroscience-informed psychotherapies for developmental disorders and trauma. As a music-centered expressive arts therapist, she has delivered interventions for children with developmental disabilities, at-risk adolescents, and trauma survivors through community-level projects that demonstrate her commitment to translating research into practical therapeutic applications.

Yoon-Joo LeeView profile

Assistant Professor

• Early Childhood Special Education
• Inclusive Education
• Teacher Competencies
• +6 more

Yoon-Joo Lee is an Assistant Professor at Brooklyn College's School of Education, specializing in Early Childhood Special Education, Bilingual Education, and Inclusive Pedagogy. Her research and teaching focus on teacher competencies, reflective practices, and cultural diversity in special education contexts. Education : M.Ed. (1999) & D.Ed. (2003) in Early Childhood Special Education from Teachers College, Columbia University Lee's scholarly work examines classroom leadership, social inclusion for children with disabilities, and caregiver perspectives through culturally responsive frameworks. Her recent publications highlight inclusive curriculum design, emotional resilience in families, and the intersection of culture and identity in disability studies. Notable research trends include: Exploration of visible vs. invisible disabilities in educational settings Impact of cultural narratives on parental identity (particularly Korean mothers of children with autism) Role of reflection in teacher development and classroom conflict resolution Strategies for inclusive childcare environments She actively contributes to professional discourse through presentations at interdisciplinary conferences on topics ranging from ambiguous loss theory to classroom leadership challenges.