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Brad WitzelView profile

Professor

• Special Education
• Mathematics Education
• Educational Strategies for Students with Disabilities
• +3 more

Brad Witzel is the Adelaide Worth Daniels Distinguished Professor of Special Education at Western Carolina University (WCU), joining from Winthrop University where he served as special education undergraduate program director. His career began in 1994 as a high school special education teacher in Fairfax, Virginia, focusing on mathematics and students with learning disabilities. Witzel advocates for effective teaching practices and motivational strategies to empower students often labeled as unteachable. He earned his doctorate from the University of Florida, balancing academic rigor with family commitments. Education: Began as a high school teacher in Fairfax, VA (1994) Master’s in Special Education (Florida) PhD from University of Florida (completed two weeks before first child’s birth) Research & Teaching: Specializes in evidence-based methods for students with disabilities, emphasizing motivational principles and teacher training. His work highlights the potential of students often underestimated, as seen in cases like a formerly incarcerated student who excelled under his mentorship. Witzel prioritizes observing students’ growth, such as Lindsay Sheronick/Yearta, who became a professor at Winthrop. Awards: Adelaide Worth Daniels Distinguished Professor (WCU) Advising & Partnerships: Mentored educators like Lindsay Yearta and collaborates with WCU’s Catamount School. Envisions expanding research partnerships with state departments and fostering academic collaborations at WCU. Labs/Teams: Engaged with the Catamount School, a laboratory school at Smoky Mountain High School.

• Special Education
• Behavioral Interventions
• Culturally Responsive Teaching
• +3 more

Mary Rose Sallese is an Assistant Professor in the Curriculum Instruction department at the University of Alabama at Birmingham's School of Education. She joined the faculty in August 2021 following completion of her PhD in Educational Psychology from Texas A&M University. Her academic appointment is permanent/tenure-track status as indicated by the '(P)' designation in her faculty listing. Dr. Sallese's research focuses on culturally responsive interventions for students with emotional and behavioral disorders, particularly Black learners in underserved communities. Her work examines the efficacy of culturally adapted social-emotional learning programs, behavioral support systems, and teacher preparation frameworks. She employs primarily single-case experimental designs and systematic review methodologies in her research. Her scholarly output demonstrates impressive productivity since her faculty appointment, with numerous peer-reviewed publications in high-impact special education journals including School Psychology, Behavioral Disorders, and Journal of Positive Behavior Interventions. Her research trends show a consistent focus on addressing racial disparities in special education services and developing culturally responsive behavioral interventions. Alabama Multi-Tier System of Supports (AL-MTSS) grant from Alabama State Department of Education (2024) Preventing School Violence: STOP School Violence Program (Alabama PEACE Project) (2023) ALABAMA AWARE FY 22 grant (2021) Dr. Sallese actively mentors graduate students through committee service and teaches multiple graduate-level courses including Instructional Methods, Positive Behavioral Supports, and IEP Programming. Her teaching portfolio reflects her research interests in special education, behavior management, and curriculum development for exceptional learners.

Laura HirstoView profile

Professor

• Learning Analytics
• Educational Pedagogy
• Self-Regulated Learning
• +4 more

Laura Hirsto is a Professor of Educational Science at the University of Eastern Finland (UEF), holding dual appointments in the School of Applied Educational Sciences and Teacher Education. She also serves as Vice Rector of the university. Her academic career includes roles as a university lecturer at the University of Helsinki’s Faculties of Theology and Education, and she currently holds a docent title in educational psychology from the University of Helsinki. Her research focuses on learning environments, learning analytics, and pedagogical innovation, particularly in the context of self-regulated learning and flipped classroom methodologies. She has led major projects funded by Business Finland, exploring learning analytics in basic education, vocational training, and higher education. Key themes include the integration of technology in education, teacher professional development, and equitable educational policies. Notable contributions include studies on micropolitics in school environments, the role of learning analytics in fostering self-regulated learning, and the efficacy of flipped classrooms for diverse student populations. Hirsto has co-edited conference proceedings (e.g., FLAIEC 2022) and contributed to international journals like International Journal of Learning, Teaching and Educational Research and Journal of Beliefs and Values . Her work bridges theory and practice, emphasizing institutional-level collaboration and the socio-material dimensions of education. Current research explores how policy frameworks intersect with everyday school practices, with particular attention to child agency and inclusive pedagogy.

Anniina KämäräinenView profile

Lecturer

• Special Education
• Autism Spectrum Disorder
• Inclusive Education
• +3 more

Anniina Kämäräinen is a University Lecturer in Special Education at the University of Eastern Finland, affiliated with the School of Educational Sciences and Psychology within the Philosophical Faculty. Her work focuses on autism spectrum themes, mathematics learning difficulties, and qualitative research methods. She teaches courses on inclusive education and supervises master’s theses, doctoral dissertations, and teaching practicums. Her research investigates social interaction in inclusive environments and the experiences of autistic adults in educational and workplace settings. Education: Holds a doctoral degree in Special Education from the University of Eastern Finland (2021), with a thesis titled The Construction of the Social Architecture of Student-Centered Mathematics Lessons . Her academic career includes roles as a researcher and lecturer in Special Education. Research Interests: Her expertise spans qualitative methodologies like conversation analysis and discourse analysis, with a focus on autism spectrum disorder (ASD), inclusive education practices, and peer interactions in learning environments. Key projects include the PEICAS project (2019–2024), exploring peer interactions involving children with autism in inclusive classrooms. Publications: Dr. Kämäräinen has contributed to over 20 peer-reviewed articles and book chapters, including works on autism in education, peer interaction dynamics, and multimodal research methods. Recent publications address topics like workplace experiences of autistic adults and the role of humor in classroom interactions. Grants/Projects: Principal investigator or collaborator in several national projects, including the PEICAS initiative. Her work often involves interdisciplinary collaborations with experts in education, psychology, and technology. Labs/Teams: Engaged in collaborative research teams focused on inclusive education and autism spectrum research at the University of Eastern Finland.

Aino ÄikäsView profile

Senior Lecturer

• Special Education
• Inclusive Education
• Interprofessional Collaboration
• +3 more

Aino Äikäs is a Senior Lecturer at the School of Educational Sciences and Psychology , University of Eastern Finland , with a Docent title in Special Education (University of Oulu). Her work focuses on interprofessional collaboration , intellectual and developmental disabilities , and inclusive education , particularly addressing significant support needs in educational contexts. She also explores university pedagogy and transnational education . Research Interests : Interprofessional collaboration in education, inclusive pedagogy for students with disabilities, flipped classroom methodologies in higher education, and supporting agency in non-verbal learners. Projects : TUVET/KTVA, VAMOS (Supporting University Students' Learning), and Well-being at work in Hospital School Education. Publications (2025-2015) span topics like inclusive education validity, interprofessional support in early childhood, non-verbal child agency, flipped classrooms for learning disabilities, and collaborative frameworks in Finnish education. Her work emphasizes pedagogical innovation and policy critique to advance accessibility and equity. Education and Affiliation : She is affiliated with the University of Eastern Finland and holds a Docent title from the University of Oulu. Her research integrates Finnish and international perspectives, often focusing on special education policy and practice.

Janet ZydneyView profile

Professor

• Educational Technology
• Instructional Design
• Special Education
• +6 more

Dr. Janet Zydney is a Professor in the Department of Instructional Design and Technology at the University of Cincinnati's School of Education. She specializes in technology-based scaffolding in online and multimedia environments to enhance problem-solving and critical thinking, particularly for students with disabilities and diverse learning needs. Her work emphasizes inclusive learning environments and universal design principles. Dr. Zydney holds a Ph.D. in Educational Communication and Technology from New York University and completed a post-doctoral fellowship in special education technology at the University of Kentucky. She teaches courses on design-based research, learning sciences, and technology integration in education. Her research focuses on leveraging technology to overcome educational barriers, including studies on citizen science projects, virtual tutoring systems, and protocols for online discussions. She has co-authored a book on online learning ( Going Online with Protocols , 2012) and presented widely at academic conferences. Dr. Zydney has received teaching awards for innovative technology integration and currently collaborates on a grant ( F24G-015 ) investigating biodiversity education through citizen science. Her work spans diverse educational contexts, from K-12 classrooms to higher education, with a focus on equity and accessibility.

• Health Economics
• Health Services Research
• Disability Health Care
• +3 more

Adam Wagner is an Associate Professor in Health Economics & Prioritisation in Health & Social Care at the Norwich Medical School, University of East Anglia. He holds affiliations with the Population Health department, Health Economics Group, and Norwich Clinical Trials Unit. His academic background includes a PhD in Statistics (University of Strathclyde), MSc in Health Economics (UEA), and multiple advanced qualifications in mathematics and computer science. Education: MSc Health Economics, University of East Anglia (2013–2016) PhD Statistics, University of Strathclyde (2005–2010) MSc Computer Science, University of Edinburgh (2004–2005) BA Mathematics & Computer Science, University of Cambridge (2001–2004) Research interests focus on health economics, health services for vulnerable populations (learning disabilities, acquired brain injury), and clinical trial methodologies. Notable projects include economic evaluations of antimicrobial stewardship interventions (INHALE study), influenza vaccination strategies in care homes (FluCare study), and asset-based health improvement approaches. His work integrates statistical analysis with policy-relevant outcomes. Recent publications emphasize cost-effectiveness analyses, intervention feasibility, and qualitative insights into healthcare disparities. Awards include Chartered Mathematician (IMA) and Chartered Scientist (CSci) statuses. Active projects span NIHR collaborations, Vertex Pharmaceuticals partnerships, and community-focused initiatives like the Nourishing Norfolk project. He leads interdisciplinary teams addressing disparities in healthcare access and outcomes.

Lindsay Foreman-MurrayView profile

Assistant Professor

• Inclusive Education
• Special Education
• Culturally Responsive Teaching
• +4 more

Lindsay Foreman-Murray is an Assistant Professor in Special Education at Western Washington University. Her work focuses on inclusive teaching practices, culturally and linguistically diverse learners, and students with disabilities. She holds a Ph.D. from Vanderbilt University (2019), an M.A. from the University of Chicago (2009), and a B.A. from Reed College (2006). Her research addresses teacher shortages, school climate, and dropout prevention for students with disabilities. Key projects include analyzing resource accessibility for educators and studying systemic barriers affecting student outcomes. She co-authored works on disability social construction and dropout trends in special education. Dr. Foreman-Murray actively advocates for evidence-based education policies, highlighting threats to federal education agencies like the Department of Education’s NCES. She co-founded the SPARC Center to address special education teacher workforce challenges. Her scholarship spans journals like Preventing School Failure and Contemporary Educational Psychology . Her BlueSky activity emphasizes education policy critiques, teacher support, and interdisciplinary collaboration. She regularly engages with issues like vaccine studies, AI in education, and STEM accessibility.

Lee CoppingView profile

Professor

• Evolutionary Psychology
• Human Life History Strategies
• Sex Differences in Social and Cognitive Behaviours
• +5 more

Dr. Lee Copping is a Professor and Head of Department (Psychology) at Teesside University's Institute for Collective Place Leadership. He holds a BSc in Applied Psychology from Durham University (2006), an MA in Research Methods (Developmental Psychology), and a PhD in Psychology under Prof. Anne Campbell. His research focuses on Evolutionary Psychology, particularly adaptive strategies in response to ecological conditions, and educational equity. He teaches modules including Psychopathologies, Research Methods, and Applied Quantitative Research. Education: BSc Applied Psychology, Durham University (2006) MA Research Methods (Developmental Psychology) PhD Psychology, Durham University Research Interests: Evolutionary Psychology, Human Life History Strategies, Sex Differences in Cognition, Assessment Design, Social Mobility in Education, Conspiratorial Thinking, and Learning Theories. His work spans cross-cultural studies, psychometrics, and educational policy. Recent Research Trends: Recent articles address global partner preference dynamics, healthcare outcome measures for learning disabilities, organ donation legislation impacts, and cross-linguistic numerical learning patterns. Collaborations span multiple countries and disciplines. Grants/Projects: Co-Investigator in a 2021-2021 systematic review on psychological interventions for Persistent Physical Symptoms. Active in interdisciplinary research networks. Labs/Teams: Leads psychology education initiatives and contributes to Teesside's research clusters in applied psychology and social sciences.

• Education
• Mathematics Education
• Family-School Partnerships
• +3 more

Wendy Goff is a Researcher and Deputy Head of School in the School of Education, part of the Faculty of Education and Arts. Her work focuses on educational equity, family-school partnerships, and teacher training methodologies. She holds a background in education from VIC Melbourne. Education: VIC Melbourne Her research explores equitable mathematics teaching strategies, dynamic community-school relationships, and innovative practicum models for pre-service teachers. Notable contributions include analyzing pandemic-era educational adaptations and family engagement frameworks in special needs contexts. No scientific awards or grants are explicitly listed in the provided text. She has collaborated on multiple educational publications with institutions in Australia. No lab affiliations or specific student advising details are documented here.

Nicola A. McClungView profile

Associate Professor

• Literacy in international contexts
• Critical literacy
• Multiliteracies
• +5 more

Nicola A. McClung is an Associate Professor at the University of San Francisco. She holds a PhD in Human Development and Education from the University of California, Berkeley, along with an MA from the same institution. Her career began as a teacher in San Francisco public schools for eight years before pursuing her doctorate. Her research focuses on critical literacy and multiliteracies in early childhood, particularly for marginalized students. She examines children’s literature and identity development through a critical lens. McClung is also an advocate for critical quantitative research, leveraging statistics to advance equity and social justice. She co-founded Xóchitl Justice Press, a platform for marginalized voices in education. Her work spans international contexts, including studies in Malawi on literacy instruction and access to local books. Research methods include multilevel modeling and exploring learning disabilities across diverse populations. Key themes include disability justice, the role of home literacy environments, and cross-linguistic comparisons in reading comprehension. McClung’s publications emphasize equity-driven pedagogies, such as choice-based literacy programs and interventions targeting systemic inequities. Her recent work (2023) explores sexual consent frameworks in higher education, reflecting her interdisciplinary approach to social issues. Collaborations include Read Malawi initiatives and global comparative studies on language policy. While no formal awards are listed, her contributions to critical literacy and justice-oriented research have positioned her as a thought leader in educational equity. She advises on curriculum development and policy analysis, bridging theory and practice in marginalized communities. McClung’s involvement with Xóchitl Justice Press and Read Malawi reflects her commitment to community-driven education. Her labs and research teams focus on global literacy equity, with ongoing projects analyzing multilingual education systems and disability-inclusive curricula.

Tzivinikou SotiriaView profile

Assistant Professor

• Learning Disabilities
• Special Education
• Assessment and Diagnosis
• +5 more

Tzivinikou Sotiria is a Tenured Assistant Professor specializing in Learning Disabilities and Instructional Approaches at the University of Thessaly. Her work focuses on assessment methodologies, evidence-based interventions, and inclusive educational practices. She is affiliated with the University’s special education programs and has contributed to curriculum development for students with learning difficulties. Research Interests: Screening and diagnosis of learning disabilities Response to Intervention (RtI) frameworks Curriculum-Based Measurement (CBM) Universal Design for Learning (UDL) Impact of digital technologies in special education Teacher self-efficacy in inclusive settings Her research analyzes the effectiveness of instructional strategies for students with learning disabilities, particularly in reading, writing, and mathematics. During the pandemic, she investigated the effects of remote learning on students with and without disabilities, highlighting challenges and adaptations in teaching practices. Her work emphasizes practical applications of research in classroom settings. Teaching & Advising: She teaches courses including Practicum in Special Education Schools , Assessment and Diagnosis for LD , and Instructional Approaches for LD . While no formal advisee list is provided, her publications reflect collaborative research with graduate students in special education. Labs/Teams: Her research is typically conducted within university-based special education programs, focusing on applied educational research and policy development.

• Cognitive Development
• Social Development
• Intellectual Disability
• +6 more

Stavroussi Panayiota is an Associate Professor at the University of Thessaly, specializing in Intellectual Disability: Psychological Approach and Applications in Special Education . Her office is located at the Papastratos Complex, Rosa Imbrioti building, 2nd floor, Room 11. Email: stavrusi@uth.gr Telephone: +30 24210-74708 Office Hours: Tuesday 13:00–15:00, Wednesday 15:00–17:00 Her research focuses on: Cognitive and social development in individuals with intellectual disabilities Language development and socio-cognitive skills Self-determination skills and educational transitions Technology-assisted interventions Genetic syndromes (e.g., Apert syndrome, Down syndrome) Policy frameworks for inclusion Recent publications address topics like inclusive education, mathematics equity for disabled learners, and workplace reintegration policies. She teaches courses including Introduction to Intellectual Disability and Psychological and Educational Approaches to Intellectual Disability .

Kara Vander LindenView profile

Adjunct Professor

• Classic Grounded Theory
• Social Sciences
• Educational Research
• +3 more

Dr. Kara Vander Linden is an Adjunct Professor in the Research Department at Saybrook University. She specializes in classic grounded theory (GT) research and education, teaching research methodologies and supervising GT dissertations. As a peer reviewer for the Grounded Theory Review , she also founded the Institute for the Advancement of Classic Grounded Theory (IACGT) to promote rigorous qualitative research practices. Doctorate in Education (Fielding Graduate University), specializing in classic grounded theory and higher education Master's in Special Education (University of North Carolina) BA in Mathematics (Queens University) Her research interests focus on human behavior within social sciences, informed by over 15 years of experience in grounded theory. She emphasizes applying research-based best practices in teaching and lifelong learning, particularly in supporting students with dyslexia and reading disabilities through specialized training. Dr. Vander Linden advocates for holistic educational approaches that meet learners at their current knowledge level and advance their intellectual growth.

Hana KangView profile

Assistant Professor

• Quantitative Methods
• STEM Education
• Educational Equity
• +3 more

Hana Kang, PhD, is an Assistant Professor in the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs (UCCS). Her research focuses on STEM education equity, curriculum policy impacts on underserved students, and psychometric methods. She holds a dual PhD in Educational Policy & Measurement from Michigan State University, alongside advanced psychometrics training from Ewha Woman’s University. Dr. Kang's work bridges quantitative methods with educational equity, addressing how instructional practices and policy shape marginalized students' STEM learning experiences. Notable contributions include developing validated educational assessments and analyzing socioeconomic status (SES) influences on international mathematics performance (TIMSS/PISA). She received NSF funding for her dissertation on curriculum inequities. Teaching includes advanced courses like Intermediate Quantitative Research (LEAD 7100) and Doctoral Research Lab (LEAD 7600). Her 2023 publications explore teacher professional development impacts and unintended consequences of value-added metrics on Latinx curriculum inclusion. Education: Dual PhD: Michigan State University (Educational Policy & Measurement) MA: Ewha Woman’s University (Psychometrics) BA: Ewha Woman’s University (Psychology/Public Administration) Awards: 2019 AERA/NSF Dissertation Grant Research Focus: STEM equity, psychometrics, principal leadership, and curriculum policy