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Chelsea UggentiView profile

Assistant Professor

• Statistical Education
• Wildland Fire Science
• Multi-State Modeling
• +3 more

Chelsea Uggenti is an Assistant Professor (Teaching Stream) in the Department of Statistics and Actuarial Science at the University of Waterloo, and currently serves as Director of the SAS Teaching Assistant (TA) Program. She holds a BA in Mathematics from Wilfrid Laurier University (2016), MSc (2017) and PhD in Statistics (2022) from the University of Western Ontario, with a collaborative specialization in Environment and Sustainability. She received her A.Stat. designation from the Statistical Society of Canada in 2023. Her research focuses on statistical education, wildland fire modeling, and multi-state/joint frailty modeling. She emphasizes active learning, universal design for learning (UDL), and communication skills development in her teaching. Her doctoral work investigated graduate TA training in mathematical and statistical sciences, and she advocates for discipline-specific TA development pathways. Chelsea has presented at conferences such as the Statistical Society of Canada (SSC), Canadian Mathematical Society (CMS), and International Environmetrics Society, sharing insights on pedagogy, TA training, and wildland fire analysis. Her work highlights interdisciplinary collaboration and equitable educational practices. Awards: A.Stat. designation (2023) Her professional contributions include developing the University of Waterloo’s SAS TA Program and fostering student feedback mechanisms to enhance learning experiences.

• Early Childhood Education
• Cultural Inclusion
• Indigenous Education
• +3 more

Melinda Miller is an academic researcher at Queensland University of Technology (QUT), specializing in early childhood education with a focus on cultural inclusion, Indigenous perspectives, and sustainability. She holds a PhD in Education from QUT (2013), titled Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula . Her work emphasizes action research methodologies and culturally responsive pedagogy. Key research areas include: cultural security in schools, reconciliation practices, STEM education for young children, and decolonizing early childhood curricula. Over 36 publications since 2007 showcase her contributions to understanding Indigenous education, cross-cultural challenges, and sustainability initiatives. Her articles highlight innovative practices such as teacher-as-researcher models and community-based action research projects. Miller collaborates with institutions like Rous Water and the University of Pennsylvania, addressing systemic issues in early childhood education through interdisciplinary approaches.

Kyriakos DemetriouView profile

Assistant Professor

• Inclusive Education
• Special Educational Needs
• Assistive Technologies
• +4 more

Kyriakos Demetriou is an Assistant Professor and Academic Advisor in the Department of Education at the University of Nicosia. He holds a PhD in Inclusive Education from the University of Leeds, alongside a Master’s in Special Educational Needs, a dual Bachelor’s degree in Educational Sciences and Psychology from the University of Cyprus, and a Postgraduate Certificate in Learning and Teaching in Higher Education from Liverpool Hope University. He previously served as a Lecturer (2016–2019) and Postdoctoral Teaching Fellow (2015–2016) at Liverpool Hope University, focusing on Early Childhood Studies and Inclusive Education. His research interests center on special educational needs, inclusive policy and practice, assistive technologies, and cultural representations of disability. Notable projects include leading the DRONE project on digital literacy and combating disinformation, and co-leading the NBS initiative integrating nature-based solutions into teacher education. He is a Fellow of the Higher Education Academy (2016) and actively contributes to the InSSTER Research Centre. Dr. Demetriou’s work spans international collaborations, including the Children’s Worlds survey on child well-being and the UNITY project on disability inclusion in labor markets. His publications explore topics like Cypriot children’s well-being dynamics, disability stigma, and the role of friendship in resilience among children with disabilities. Education: PhD in Inclusive Education, University of Leeds (2015) MA Special Educational Needs, University of Leeds (2009) Bachelor of Educational Sciences & Psychology, University of Cyprus (2008) PGCert Learning and Teaching in Higher Education, Liverpool Hope University (2016) Awards: Fellow of the Higher Education Academy (UK, 2016) Key Projects: DRONE: Teacher training for digital literacy and disinformation resistance SciLMI: Meta-scientific literacies in the information age Children’s Worlds: International child well-being survey His research bridges theoretical frameworks with practical applications, advocating for systemic changes in education and labor markets to enhance inclusion and equity.

• Didactics
• Educational Technology
• School Pedagogy
• +6 more

Prof. Dr. Vera Stojanovska is a Full Professor at the Institute of Pedagogy, Faculty of Philosophy, University St. Cyril and Methodius in Skopje. She holds a Doctorate in Pedagogical Sciences and has served as Head of Postgraduate Studies in Pedagogy (2009–2013). Her academic roles include teaching in first, second, and third-cycle studies, covering courses like Didactics, Curriculum Development, and ICT in Education. Education: She completed her Bachelor's (1989), Master's (1996), and PhD (2002) at the University St. Cyril and Methodius's Faculty of Philosophy. She has been an academic since 1988, advancing through ranks: Junior Assistant (1988), Assistant Professor (2003), Associate Professor (2007), and Full Professor (2012). Research focuses on didactics, educational technology, pedagogical communication, and curriculum design. She has published extensively in journals like International Journal of Cognitive Research in Science, Engineering and Education and contributed to international conferences. Her work addresses ICT integration, multicultural education, and teacher ethics. Teaching spans multiple departments: Faculty of Natural Sciences and Mathematics, Medical Faculty, and Philology. She has advised training programs for educators and served on national education strategy teams. She speaks English, Serbian, and Croatian, and is involved in editorial boards of international journals. Key achievements include over 50 publications, international collaborations (Austria, Netherlands), and leadership in professional commissions. Personal interests include theater, film, art, and music.

Hugo HesserView profile

Professor

• Clinical Psychology
• Health Psychology
• Cognitive Behavioral Therapy (CBT)
• +9 more

Hugo Hesser is a Professor of Psychology at Örebro University and directs the Center for Health and Medical Psychology (CHAMP). His research bridges health and clinical psychology, focusing on psychological mechanisms underlying mental and physical illnesses to improve treatments like cognitive behavioral therapy (CBT) and internet-based interventions. He has developed therapies for conditions such as tinnitus, irritable bowel syndrome (IBS), chronic pain, depression, and anger-related disorders. His work emphasizes emotion regulation, cross-cutting mechanisms, and accessibility of evidence-based treatments. Education and Career: Born in 1982, Hesser earned a PhD in Disability Science (2013) and a Docent in Psychology (2014) from Linköping University. He held an Associate Professorship in Clinical Psychology (2017) before becoming a Professor at Örebro University in 2019. Research Interests: Core areas include CBT adaptation, internet-delivered therapies, and emotion regulation. He explores how psychological processes like anger and avoidance contribute to health issues. Current projects address obesity, diabetes, and interdisciplinary pain rehabilitation. Teaching and Mentorship: Teaches in Örebro's psychology program, supervising four doctoral students. Extensive experience in quantitative methods, including postgraduate education. Collaborations: National and international collaborations, including roles as statistical advisor for Internet Interventions and editorial board member of Behaviour Research and Therapy . Focuses on advancing statistical methods in clinical psychology. Labs/Teams: Leads CHAMP, fostering interdisciplinary research in health and medical psychology. Active in multidisciplinary pain rehabilitation and digital therapy development.

Steven GreensteinView profile

Associate Professor

• Mathematical Thinking
• Mathematics Education
• Educational Technology
• +3 more

Steven Greenstein is an Associate Professor of Mathematics at Montclair State University, part of the College of Science and Mathematics. His research focuses on democratizing access to authentic mathematical activity, emphasizing diversity in learners’ thinking, intellectual agency, and self-directed inquiry. He holds degrees from Georgia State University, Texas State University, and The University of Texas at Austin. Education: B.S., Georgia State University M.S., Texas State University, San Marcos Ph.D., The University of Texas, Austin Research Interests: Greenstein explores mathematical experience, enactive phenomenology, and the role of physical tools in learning mathematics. His projects include the Stretchy Minds initiative for STEM creativity, the Making for Mathematical Learning program for pre-service teachers, and the Configure dynamic geometry environment for topology education. He also investigates social justice in education and culturally responsive pedagogy. Grants & Projects: NSF-funded 'Prospective Elementary Teachers Making for Mathematical Learning' (2018–2020) 'Preparing the Effective Elementary Mathematics Teacher' (2017–2025), focusing on high-needs schools 'Noyce Capacity Building Project: STEM Teach VI' (2011–2015) Labs & Teams: He leads the Configure project, a dynamic geometry tool for exploring topological equivalence, and curates the Mathematics Education Collection in the Educational CAD Model Library. His work aims to bridge theory and practice in teacher preparation and inclusive education.

• Special Education
• Transition Services
• Self-Determination
• +4 more

Kendra Williams Diehm, Ph.D., is a Professor in the Department of Educational Psychology at the University of Oklahoma, specializing in Special Education. She also serves as Executive Director of the Zarrow Institute on Transition & Self-Determination. Her work focuses on transition services for students with disabilities, emphasizing self-determination, post-secondary outcomes, and cultural impact on education. She holds a leadership role in advancing inclusive practices and teacher preparation programs. Research Interests: Comprehensive transition services for students with intellectual/developmental disabilities Role of culture and family in educational outcomes Teacher preparation in special education Transition assessment tools (e.g., TAGG, TAGG-A) Her recent publications (2020–2025) highlight advancements in transition planning methodologies, self-determination interventions, and culturally responsive teaching strategies. Key themes include evidence-based practices for employment readiness, assessment tool development, and overcoming systemic biases in special education. Dr. Diehm’s professional contributions include directing the Zarrow Institute, which promotes self-determination and transition success through research and advocacy. She previously worked at the University of Kansas’s Beach Center on Disability.

Christoph WeberView profile

Professor

• Educational Research
• Educational Inequalities
• Teacher Training Research
• +3 more

Dr. Christoph Weber is a University Professor for Empirical Educational Research at the Upper Austrian University of Education (PH OÖ), focusing on research methods, evaluation, and educational inequalities. Since 2021, he has led the Coordination and Service Center for Research at PH OÖ and contributes to the Linz Research Center for Educational Research and Evaluation (zB). Academic appointment: Professor since 2021 Key affiliations: PH OÖ, JKU Linz Methodological expertise: Quantitative approaches (multilevel analysis, panel data, structural equation modeling) His research spans educational disparities, teacher training, and pandemic-related educational challenges. Recent projects analyze test mode effects in vocabulary assessment, app-based diagnostic tools for spelling deficits, and social communication in deaf populations . Google Scholar articles highlight studies on sign language assessment, arithmetic development, and teacher collaboration dynamics. Publications since 2021 emphasize compensating pandemic learning gaps impact of school closures methodological innovations in teacher training language screening for preschoolers peer effects in educational settings He also contributes to policy evaluations like Austria's New Middle School (NMS) reforms.

Genesis ArizmendiView profile

Assistant Professor

• Bilingual Language Acquisition
• Cognitive Development
• Educational Equity
• +3 more

Dr. Genesis Arizmendi is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at the University of Arizona and director of the Bilinguistics And the Brain in Education and Language (BABEL) Lab. Her research bridges speech-language pathology, cognitive science, education, psychology, and social policy to explore bilingual language acquisition, cognitive development, educational equity, and culturally responsive assessment practices. Research Interests: Bilingual language acquisition in children Working memory and cognitive development Culturally responsive educational interventions Language brokering in borderland communities Equity in assessment for emergent bilinguals Scientific Awards: Mellon-Fronteridades Faculty Fellow Dr. Arizmendi's work examines how bilingualism shapes communication, cognition, and academic outcomes, particularly in Spanish-English learners. Her lab emphasizes interdisciplinary collaboration to address complex questions at the intersection of language, learning, and social justice.

• Special Needs Education
• Intellectual Disability
• Developmental Disorders
• +2 more

Prof. Dr. Wied Ruijssenaars is Professor of Special Needs Education at the University of Groningen. His research focuses on developmental disorders, intellectual disabilities, congenital deafblindness, and assessment methodologies. Key publications address orthopedagogics, intervention strategies for communication partners of deafblind individuals, and mathematics learning challenges. His work emphasizes evidence-based approaches to support children with special educational needs.

Saskia KohnenView profile

Associate Professor

• Reading
• Child Development
• Dyslexia
• +4 more

Saskia Kohnen is an Associate Professor at Macquarie University's School of Psychological Sciences, holding an Honorary Professor title. She is affiliated with the Centre for Reading and Centre for Atypical Neurodevelopment. Her research focuses on reading development, neurodevelopmental disorders, and pediatric language impairments. She leads major projects such as the Macquarie University Centre for Reading Bequest and the Live-streaming Interventions for Children's Literacy initiative. Her work spans child language disorders, dyslexia comorbidity, and cognitive outcomes post-cerebellar surgery. Recent studies address anxiety in reading-impaired children and longitudinal trajectories of mathematical learning difficulties. She contributes to interdisciplinary projects addressing literacy equity and neurodevelopmental challenges. Key Projects: Macquarie University Centre for Reading Bequest (2021–2026) NSW Equity Consortium (2021–2023) Labs/Teams: Centre for Reading, Centre for Atypical Neurodevelopment

Leonie TickleView profile

Professor

• Actuarial Science
• Demographic Forecasting
• Mortality Modeling
• +3 more

Leonie Tickle is a Professor of Actuarial Studies and Executive Dean of Macquarie Business School at Macquarie University. She leads strategic and operational initiatives including research, teaching quality, and external engagement. Her academic career spans over two decades with significant contributions to actuarial science and demographic forecasting. Education: BEc (Actuarial Studies) and BA from Macquarie University, Fellow of the Institute of Actuaries of Australia. Leadership roles include Deputy Dean (Research and Innovation) and Associate Dean (Learning and Teaching). Research focuses on mortality modeling, longevity risk, and actuarial education. Notable contributions include co-authoring the highest-cited paper in Annals of Actuarial Science and developing the 'demography' R package for population forecasting. Awards include two national research prizes and a Vice-Chancellor’s Educational Leader Award. She has supervised numerous research projects, including industry partnerships like the Global MBA initiative with SAS. Active in promoting inclusion in education and transdisciplinary collaboration.

• Operations Research
• Mathematical Modeling
• Counterterrorism
• +5 more

Edward H. Kaplan is the William N. and Marie A. Beach Professor of Operations Research at Yale School of Management, with joint appointments as Professor of Public Health (Yale School of Medicine) and Professor of Engineering (Yale School of Engineering and Applied Science). His research integrates operations research, mathematical modeling, and statistics to address critical issues in public policy, counterterrorism, and public health. Education: PhD in Urban Studies, Massachusetts Institute of Technology, 1984 SM in Mathematics, MIT, 1982 SM in Operations Research, MIT, 1979 SM in City Planning, MIT, 1979 BA in Economic and Urban Geography, McGill University, 1977 (First Class Honors) Research Focus: Kaplan specializes in modeling complex systems for counterterrorism (suicide bombing prevention, bioterror response), public health (HIV prevention, COVID-19 surveillance), and policy optimization. His work combines analytical rigor with real-world applications, from evaluating needle exchange programs to designing wastewater-based epidemiology during pandemics. Publication Trends: Kaplan's recent work focuses on pandemic response modeling, educational policy optimization, and security analytics. His articles consistently demonstrate sophisticated mathematical approaches to societal challenges, with emerging emphasis on real-time data applications for public health emergencies. Awards: National Academy of Engineering Member (2003) Institute of Medicine Member (2004) 2x Koopman Prize (2003, 2005) INFORMS President’s Award (2002) Charles C. Shepard Science Award (2009) INFORMS Philip Morse Lectureship (2010-11) Franz Edelman Award (1992) Lanchester Prize (1994) Leadership: Co-directs the Daniel Rose Technion-Yale Initiative in Homeland Security and Counter Terror Operations Research. Serves on National Academy of Sciences panels for intelligence analysis improvement.

Jarmo HämäläinenView profile

Professor

• Developmental Cognitive Neuroscience
• Reading Difficulties
• Auditory and Speech Perception
• +3 more

Jarmo Hämäläinen is a Professor and Vice Dean of Research at the Faculty of Education and Psychology, University of Jyväskylä. He leads the Department of Psychology, focusing on developmental cognitive neuroscience, particularly auditory and speech perception in children with learning difficulties. His work integrates neuroimaging and longitudinal studies to address reading disabilities and neural mechanisms of learning. Research interests include developmental trajectories of speech perception, auditory working memory, and cross-linguistic comparisons (e.g., Finnish vs. Chinese). He contributes to multi-site neuroimaging projects like the ABCD study and leads initiatives such as the InterLearn Centre of Excellence, studying learning dynamics and intervention strategies. Current projects include ULearn (learning variability), LeADy (dyslexia and aging), and EarlyMath (early mathematical skill development). Publications emphasize neural correlates of language processing, electrophysiological markers of attention deficits, and brain responses to speech variability. He collaborates widely, appearing as co-author in journals like Neuropsychologia and Brain Sciences . His research aims to bridge neuroscience and education, developing practical tools for early learning interventions. Projects like DETECT focus on combating disinformation through educational methods.

Minna TorppaView profile

Professor

• Educational Sciences
• Developmental Psychology
• Learning Disabilities
• +5 more

Minna Torppa is a Professor at the Department of Teacher Education, University of Jyväskylä, within the Faculty of Education and Psychology. Her work focuses on reading, spelling, math development, learning disabilities, and their interplay with motivation and well-being. She investigates intergenerational transmission of skills and the roles of home, daycare, and school environments. Her research includes longitudinal studies on early math and literacy development, such as the EarlyMath project and the VUOKKO follow-up study. She leads the InterLearn research team within the Centre of Excellence for Learning Dynamics and Intervention Research, exploring links between children's learning and mental well-being. She is also involved in the EDUCA Flagship focusing on future education challenges. Key research themes include predictive models for learning difficulties (e.g., using neural networks), the role of home environments in skill transmission, and the long-term effects of childhood learning outcomes on adult well-being. Her work spans international collaborations, such as studies in India and the Netherlands, and emphasizes translational research through tools like mobile apps for special needs education. Her grants and projects include the ULearn initiative strengthening learning research synergies and the LeADy project studying dyslexia in aging populations. She collaborates across disciplines, integrating psychology, education, and neuroscience to address systemic barriers in learning environments.