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Elizabeth T PowersView profile

Associate Professor

• Public Economics
• Social Insurance
• Poverty and Inequality
• +4 more

Elizabeth T. Powers is an Associate Professor in the Department of Economics at the University of Illinois at Urbana-Champaign (UIUC), serving as Director of Undergraduate Programs. She holds affiliations with the Institute of Government & Public Affairs (Partnering Scholar), Family Resiliency Center, and Center for the Study of Global Gender Equity. Her research focuses on public policy impacts on well-being, caregiving systems, child development, and gender disparities in economics education. Dr. Powers earned her Ph.D. from the University of Pennsylvania and B.A. from Vassar College. Prior roles include economist positions at the Federal Reserve Bank of Cleveland and U.S. Council of Economic Advisers. Her work has influenced policy decisions, including Supreme Court rulings on caregiver labor disputes and state-level childcare regulations. She has conducted groundbreaking studies on childcare program efficacy during crises, gender participation in economics fields, and long-term care workforce challenges. Current projects address childcare infrastructure resilience and parental decision-making. Her research has been supported by grants from institutions like the Joint Centers for Poverty Research and Michigan Retirement Research Center. Awards include recognition for policy-relevant scholarship, though no explicit awards are listed. Public service includes data analysis for Illinois Department of Human Services and expert testimony in critical social welfare cases.

Terri J. SabolView profile

Associate Professor

• Child Development
• Early Childhood Education
• Social Policy
• +4 more

Terri J. Sabol is an Associate Professor in the Department of Human Development and Social Policy at Northwestern University’s School of Education and Social Policy (SESP). She is also a Fellow at the Institute for Policy Research and directs the Development, Early Education, and Policy (DEEP) Lab. Her work bridges developmental psychology and social policy, focusing on how environmental and individual factors influence healthy child development, particularly for low-income families. She holds a PhD in Applied Development Science from the University of Virginia and has held postdoctoral fellowships at Northwestern. Her research emphasizes early childhood education quality, family engagement, and two-generation policies. Education: PhD (2011) in Applied Development Science from the University of Virginia; BA (2004) in Psychology and English from the University of Michigan. Research Interests: Sabol’s research investigates the intersection of child development and social policy, with a focus on early childhood education programs like Head Start and policies targeting low-income families. Key themes include the design of accountability systems for pre-K programs, the role of family engagement, and the long-term effects of early interventions on intergenerational mobility. Her work employs advanced quantitative methods and developmental theory to address policy-relevant questions. Recent Trends in Publications: Recent work explores systemic impacts of pre-K expansions (e.g., Chicago’s universal prekindergarten program), the effects of integrating parent education into early childhood programs, and redefining how we measure foundational skills for learning. Her studies often highlight disparities in access to quality early education and propose evidence-based policy solutions. Awards: 2017 AERA-SRCD Early Career Fellow in Early Childhood Education and Development. Advising & Grants: Sabol leads the DEEP Lab, which collaborates on projects like EC*REACH (Early Childhood Research Alliance of Chicago), focusing on translational research to improve early education systems. Her grants include funding for evaluations of two-generation programs and policy analyses on preschool quality metrics. Labs/Teams: Director of the DEEP Lab; Co-Director of EC*REACH; affiliated with the Institute for Policy Research.

Javier JassoView profile

Assistant Professor

• Bilingualism in Children with Developmental Language Disorder (DLD)
• Morphosyntax
• Speech-Language Pathology
• +3 more

Javier Jasso is an Assistant Professor of Hispanic Linguistics at The Ohio State University's Department of Spanish & Portuguese, part of the College of Arts and Sciences. His research focuses on bilingualism, particularly in Latinx communities, addressing developmental language disorder (DLD) and morphosyntax. He bridges clinical speech-language pathology with linguistic theory to advocate for equitable care for linguistically minoritized groups. Education: Ph.D. in Speech, Language, and Hearing Sciences, University of Texas at Austin M.A. in Speech-Language Pathology, San José State University B.A. in Linguistics, University of California, Davis Research Interests: Dr. Jasso investigates bilingual children’s grammatical development, differentiating typically developing bilinguals from those with DLD. He emphasizes social and linguistic factors affecting healthcare access for marginalized communities, challenging monolingual-centric frameworks. Key areas include heritage language maintenance, parent-child language dynamics, and clinical assessment tools for multilingual populations. Recent Work Trends: His articles (2020–2024) address narrative performance in DLD, parental input’s role in Spanish morphology, and cross-linguistic diagnostic methods. These studies highlight clinical applications and social equity in bilingual language research. Grants & Advising: While explicit grants are unlisted, his clinical background and research imply engagement with applied projects. No advisees are listed here. Labs/Teams: His work is embedded in Ohio State’s Latinx Studies program, emphasizing community-centered research to dismantle deficit narratives around bilingualism.

Irene BrowneView profile

Associate Professor

• Race/class/gender intersectionality
• Immigration policy
• Labor market inequality
• +4 more

Irene Browne is an Associate Professor and Director of Graduate Studies in the Department of Sociology at Emory University. She holds a PhD in Sociology from the University of Arizona (1991), MA in Sociology from Queens College (1987), and BA in Psychology from UC Santa Cruz (1979). Her research focuses on race/class/gender intersectionality, immigration policy, labor market inequality, and racial politics. She has authored/co-authored over 30 peer-reviewed articles and edited volumes, including her forthcoming book Precarious Privilege: Race and the Middle-Class Immigrant Experience . Research Interests Her work examines social mobility strategies among Latinx immigrants, the impact of restrictive immigration policies on non-target groups (e.g., African Americans), and Black elites' engagement in immigration politics. Key projects include NSF-funded studies on Black elites and immigration (2019–2024) and Russell Sage Foundation-funded research on middle-class Latinx immigrants’ navigation of political climates (2020–2023). Awards & Grants Recipient of multiple grants including National Science Foundation awards (totaling over $200,000), Emory’s Halle Institute Collaborative Grant (2022–2024), and recognition such as the Emory Department of Sociology Teaching Award (2023). She has held fellowships at the Russell Sage Foundation and Emory’s Fox Center for Humanistic Inquiry. Teaching & Service Teaches courses on research methods, gender, and intersectionality. Served as Vice President of the Southern Sociological Society (2022–2023) and led Emory’s Survey of Graduate Student Well-being (2013). Mentored numerous undergraduates through programs like SIRE and the Sociology Research Apprenticeship.

Melissa J. MarschallView profile

Professor

• Urban Politics
• Education Policy
• Political Behavior
• +3 more

Melissa J. Marschall is a Professor of Political Science at Rice University and a Faculty Scholar at the Baker Institute Center for the Middle East. Her research focuses on urban politics, education policy, political behavior, and representation in the U.S. and Turkey. She directs the Urban Lab program and teaches courses on urban politics, comparative policy, and research methods. Key affiliations include Rice University's Political Science department and the Baker Institute. Education: Ph.D. in Political Science from SUNY Stony Brook (2000), M.A. in Political Science from Boğaziçi University, Istanbul (1994). Research Interests: Urban governance, education reform, minority political participation, and Turkish politics. Her work bridges local electoral dynamics with broader policy impacts, emphasizing the intersection of institutional structures and community engagement. Grants & Projects: Principal Investigator of the New Voter Project (Houston Endowment), the Local Elections in America Project (NSF/Ken Kennedy Institute), and the Urban Lab program. Awards: Recipient of the Policy Studies Association Aaron Wildavsky Award (2000-2001) for her book Choosing Schools: Consumer Choice and the Quality of American Schools . Labs/Teams: Founder and director of the Urban Lab, fostering interdisciplinary research on urban policy and governance.

Leslie ParisView profile

Associate Professor

• Modern American social history
• Modern American cultural history
• Childhood history
• +7 more

Leslie Paris is an Associate Professor in the Department of History within the Faculty of Arts at the University of British Columbia. Her research focuses on modern American social and cultural history with particular expertise in childhood, youth, gender, sexuality, and popular culture. Currently working on a history of American childhood during the 1960s and 1970s, she examines how social and political movements shaped children's culture while also publishing on middle-aged American women and generational cohorts. Her research interests span multiple interconnected fields including modern American social history, cultural history, childhood history, youth history, generational studies, gender history, sexuality history, and popular culture history. Dr. Paris has made significant contributions to understanding American summer camps, twentieth-century American girlhood, and the cultural significance of toys and play. Her work often bridges historical analysis with contemporary cultural concerns, particularly regarding how age and generational identity function in American society. Dr. Paris's publications reveal consistent engagement with how cultural institutions shape and reflect American identity formation, particularly through childhood experiences. Her scholarship demonstrates particular strength in analyzing how gender, age, and generational identity intersect in American cultural production and consumption. The recurring theme across her work is the examination of seemingly mundane cultural practices—summer camps, dolls, children's media—as sites where broader social transformations occur. National Endowment for the Humanities Fellowship, 2017 SSHRC Connections grant, 2014-15 Yasuo Sakakibara Prize (awarded twice by American Studies Association) Multiple UBC research grants including Humanities and Social Sciences Research Grant Multiple Social Sciences and Humanities Research Council of Canada grants Undergraduate research mentorship awards Dr. Paris has received substantial research funding including multiple Social Sciences and Humanities Research Council of Canada grants, UBC research awards, and prestigious external fellowships. Her mentorship of undergraduate researchers has been formally recognized through multiple AURA Undergraduate Research Awards and Undergraduate Research Opportunities Mentorship Awards at UBC. While specific grant amounts aren't detailed, her sustained funding record demonstrates significant scholarly impact and recognition within her fields of expertise.

W. Hobart DaviesView profile

Professor

• Pediatric Psychology
• Clinical Child and Adolescent Psychology
• Pediatric Feeding Disorders
• +3 more

W. Hobart Davies is a Professor in the Department of Psychology at the University of Wisconsin-Milwaukee (UWM) College of Letters & Science. He leads the Child Stress and Coping Lab (CSCL), focusing on psychosocial adjustment of children and families facing severe stressors like pediatric chronic illness and community violence. Education: Ph.D. in Psychology from Michigan State University (1992) Dr. Davies’ research explores pediatric feeding disorders, chronic illness, community violence, stalking behaviors, and forensic child abuse. His lab has published over 150 articles, with recent works examining biopsychosocial pain management, trauma type distinctions, palliative care perceptions, and digital health tools for post-discharge monitoring. Current projects address interdisciplinary care for feeding disorders, interventions for trauma-affected youth, and psychosocial impacts of pediatric medical complexity. The CSCL lab trains doctoral and research assistant students while collaborating with institutions like Medical College of Wisconsin/Children’s Wisconsin and Nemours Children’s Health.

James V. ShulsView profile

Associate Professor

• Education Policy
• Teacher Labor Markets
• School Finance
• +7 more

James V. Shuls is an Associate Professor and Department Chair of Educator Preparation and Leadership at the University of Missouri-St. Louis, College of Education. He also serves as the graduate program director of educational leadership and policy studies. Dr. Shuls earned his Ph.D. in education policy from the University of Arkansas and holds master's and bachelor's degrees in elementary education from Missouri State University and Missouri Southern State University, respectively. Dr. Shuls' research focuses primarily on teacher labor markets, school finance, and school choice. His expertise has led him to serve as an expert witness in the school finance case, Martinez/Yazzie v. New Mexico. His methodological approaches include longitudinal data analysis, ethnography, and various evaluation methods including randomized control studies and quasi-experimental design. His scholarly work appears in journals such as Social Science Quarterly, The Rural Educator, Educational Policy, Journal of Education Finance, and Journal of School Choice, where he serves on the editorial board. Recent publications address the four-day school week in Missouri, teacher pension systems, school finance equity, and the conservative appeal of private schools. His research often bridges academic rigor with practical policy implications. Before joining UMSL, Dr. Shuls served as director of education policy for the Show-Me Institute, where he remains a distinguished fellow. His practical classroom experience teaching first and fifth grade in Republic, MO provides valuable context for his research and policy analysis. Dr. Shuls actively engages with broader audiences through popular media, talk radio, and television appearances on education policy matters.

• Forensic Psychology
• Sexual Offender Treatment
• Clinical Psychology
• +3 more

Helen Swaby is a Senior Lecturer in Counselling and Psychotherapy at the University of Derby's College of Health, Psychology and Social Care. Her research focuses on forensic psychology, sexual offender treatment, clinical ethics, and mental health policy. She has published extensively on topics including barriers to help-seeking among sex offenders, stigma management for minor-attracted persons, and pharmacological interventions for hypersexuality. Her work spans multiple disciplines, integrating clinical practice with criminological insights. Key areas of interest include: Therapeutic approaches for high-risk offenders Stigma reduction in healthcare contexts Pharmacological treatment efficacy in correctional settings Families coping with life-limiting child illnesses Psychotherapy training challenges Swaby's recent research highlights innovative interventions like Circles of Support and Accountability programs. Her studies often employ mixed-methods approaches, combining qualitative insights with quantitative analysis to address complex issues in offender rehabilitation and mental health service delivery. Her publications demonstrate a commitment to evidence-based practice, with particular attention to vulnerable populations including transgender offenders and minor-attracted persons. She has contributed to policy discussions around desistance strategies and community reintegration programs.

• Motor Neuroscience
• Developmental Psychology
• Pediatric Rehabilitation
• +5 more

Priscila M Tamplain is an Associate Professor and Associate Chair for Undergraduate Programs in the Department of Kinesiology at The University of Texas at Arlington (UTA). She holds a PhD in Motor Neuroscience from Texas A&M University and has expertise in developmental motor disorders, particularly Developmental Coordination Disorder (DCD). Her work bridges motor development, neurodevelopmental conditions, and clinical interventions. Education: PhD (Motor Neuroscience, Texas A&M, 2011), MS (Motor Behavior, Universidade Federal do Paraná, 2006), BS (Physical Education, Universidade Federal do Paraná, 2004). She completed certifications in Effective Instruction (ACUE, 2021) and Family Engagement in Research (McMaster University, 2023). Research interests focus on motor development in neurodivergent populations, including DCD and autism spectrum disorder (ASD), with emphasis on diagnostic frameworks, intervention efficacy, and psychosocial impacts. She explores motor-cognitive interactions, tool use, and environmental influences on motor skills. Her recent articles analyze motor behavior in neurodivergent children, social media narratives of lived experiences, and transcranial stimulation for ASD. She has secured grants totaling over $1M, including studies on DCD-ASD overlap and eHealth interventions for mental health. Awards: Early Career Distinguished Scholar (NASPSPA), NASPSPA Excellence in Research (CONHI), Halverson Motor Development Award. Service: Chair of American Kinesiology Association, Editorial Board member for Human Movement Science, and leadership roles in ISRA-DCD and I-MDRC. Advising: Supervised 11+ graduate students in research areas like DCD-CAS associations and motor intervention efficacy. Her lab investigates motor behavior through interdisciplinary approaches, emphasizing translational research to improve clinical practices and public health strategies.

Daniella SmithView profile

Associate Professor

• School Libraries
• Children and Young Adult Services in Libraries
• Library and Information Science Education
• +4 more

Dr. Daniella Smith is an Associate Professor and Associate Director of the Information Science Ph.D. Program at the University of North Texas. She holds a Ph.D., M.S., and B.S. in Library and Information Science from Florida State University. Her work focuses on school libraries, educational technology, and information seeking behaviors. She explores topics such as librarian roles in supporting English language learners, leveraging AI in education, and social media analysis of global movements like the Ethiopian #NoMore campaign. Her research spans over a decade, addressing issues such as technology integration in K-12 settings, data literacy for school librarians, and professional development strategies. She has contributed to understanding how libraries serve diverse learners through accessible resources and digital tools. Her recent work highlights the impact of social media on social movements and the role of librarians in pandemic-era education. Dr. Smith’s articles often intersect technology, equity, and educational leadership. While no formal awards are listed, her consistent output reflects a focus on practical solutions for librarians and educators. She has advised no listed students but contributes to academic discourse through grants and collaborative projects, though specific grants are not detailed in the provided text. She is affiliated with the University of North Texas’ Information Science programs, though specific departmental affiliations are not explicitly stated. Her work emphasizes the evolving role of librarians as technology coaches and leaders in fostering equitable learning environments.

Colleen WarnerView profile

Professor

• Adoptive Families
• Family Communication
• Identity in Relationships
• +7 more

Colleen Warner is a Professor in the Department of Communication at the University of Missouri, College of Arts and Science. She holds affiliate faculty positions in the Department of Human Development and Family Studies and serves as a Faculty Fellow at the Center for Family Policy and Research. Her academic roles include serving as Associate Editor for the Journal of Social and Personal Relationships (2020-2023) and Director of the Communication in Open Adoption Relationships Project Research Lab since 2019. Warner has taught courses such as Family Communication, Children’s Communication, and Interpersonal Communication, emphasizing practical and theoretical engagement with diverse family structures. Dr. Warner earned her Ph.D. in Communication Studies from the University of Nebraska-Lincoln (2011), an M.A. from Wake Forest University (2007), and a B.A. from Cedarville University (2004). Her research focuses on how communication shapes identity and relationships in adoptive families, interfaith families, and other modern family configurations. She has developed interventions like the Tree of Life Narrative Intervention and Emotion Coaching programs to support families in navigating complex identities and challenges. Warner’s articles consistently explore themes of adoption communication, family diversity, and child-centered approaches. Her work highlights the importance of communication in managing privacy, identity gaps, and intergenerational relationships. Notable awards include the University of Missouri Graduate Faculty Mentor Award (2020) and multiple Top Paper Awards from the National Communication Association (2020, 2017, 2015). She has advised numerous graduate students, many of whom have assumed academic or professional roles in communication and family studies. Her service contributions span editorial roles, grant reviews, and leadership in departmental committees, including the Search Committee for Identity, Diversity, and Equity Hire (Co-Chair, 2019). Warner also leads community-engaged initiatives, such as the Neurosequential Model of Therapeutics and Trust-Based Relationship Interventions, to address trauma and parenting challenges in adoptive and foster families.

Clare WoodView profile

Professor

• Developmental Psychology
• Educational Psychology
• Child Literacy Development
• +3 more

Clare Wood is a Professor in the School of Social Sciences at Nottingham Trent University, where she directs the Centre for Research in Language, Education and Developmental Inequalities and serves as Impact Lead for the Department of Psychology. Her work bridges developmental psychology, educational practice, and technology, with a focus on literacy development, speech rhythm, and children’s wellbeing. She holds a BA (Hons) in Social Psychology from the University of Kent (1993) and a PhD from the University of Bristol (1997). Research interests include early literacy interventions, speech prosody’s role in reading, and the impact of digital tools on learning. Notable projects include the MAST movement-storytelling intervention, evaluations of the Rising Stars Reading Planet program, and investigations into pandemic effects on children’s wellbeing. She has led Nuffield Foundation-funded studies and collaborated with organizations like the National Literacy Trust and Save the Children. Key achievements include the British Psychology Society’s Excellence in Teaching Award and the International Reading Association’s Literacy Research Fellowship. Awards also recognize her contributions to understanding text messaging’s impact on literacy and her work on children’s legal capability through the EU-funded FORTITUDE project. Her advisory roles span educational and policy initiatives, including evaluations of Small Steps Big Changes (language development) and the impact of book gifting programs. She has secured funding from the British Academy, Leverhulme Trust, and Education Endowment Foundation, among others. Current projects include feasibility trials of MAST in reception classrooms and a Nuffield-funded study on pandemic impacts on academic attainment and wellbeing. Her research emphasizes translating academic insights into practical tools for educators and policymakers, such as prosody-training resources in reading schemes and wellbeing assessment frameworks.

• Public Health
• Maternal and Child Health
• Autism Spectrum Disorders
• +5 more

Anne E. Brisendine, DrPH, MPH, CHES is an Assistant Professor at the University of Alabama at Birmingham (UAB) School of Public Health, Department of Health Policy & Organization. She also serves as Deputy Director of UAB's Applied Evaluation and Assessment Collaborative (AEAC) and Associate Scientist at Civitan International Research Center. Education: DrPH in Maternal and Child Health (UAB, 2017) MPH in Maternal and Child Health (UAB, 2013) BA in American Studies (Barnard College, 2009) Research Interests span maternal and child health, autism spectrum disorders, developmental monitoring in early education, statewide health systems development, early childhood mental health, and telehealth implementation. Her work examines social determinants of health, particularly focusing on disparities in pediatric emergency care, telehealth access, and vaccine acceptance. Recent Articles reveal expertise in telehealth utilization patterns, ASD service equity, and community health assessment methodologies. Notably, she investigates racial disparities in healthcare access, Medicaid population challenges, and pandemic-related healthcare delivery innovations. Teaching Activities include courses on Foundations of Maternal and Child Health (HPO605) and Policy and Women's Health (HPO633) at UAB School of Public Health, along with graduate committee memberships. Grants focus on Alabama's maternal and child health initiatives, including Title V Needs Assessment, 988 Suicide Crisis Line capacity building, and statewide developmental monitoring programs.

Jessie Kemmick PintorView profile

Assistant Professor

• Community Based Participatory Research
• Immigrant Health
• Health Disparities
• +5 more

Jessie Kemmick Pintor, PhD, MPH, is an Assistant Professor in the Department of Health Management and Policy at Drexel University’s Dornsife School of Public Health. She holds a PhD in Health Services Research, Policy & Administration and an MPH in Maternal & Child Health from the University of Minnesota, followed by an AHRQ-funded postdoctoral fellowship at UC Davis. Her research focuses on immigration and healthcare policy, health disparities, and mixed-methods approaches to evaluate population health interventions. She has extensive experience working with Latino immigrant communities and studying the impacts of policy on healthcare access for children and families. Key research areas include immigrant health, maternal and child health equity, and state-level policies affecting healthcare coverage. Her work emphasizes community-based participatory research and policy analysis. Dr. Kemmick Pintor has contributed to studies on Medicaid expansion impacts, disparities in insurance coverage, and the mental health consequences of immigration enforcement on US-citizen children of undocumented parents. Publications span topics like maternal-clinician ethnic concordance, ACA implementation effects, and discrimination in healthcare. Her research has been published in high-impact journals such as JAMA Network Open and PLoS One. While no formal academic awards are listed, her work reflects strong engagement with vulnerable populations and policy advocacy. She advises no explicitly listed students, though her postdoctoral training and collaborations suggest active mentorship roles. Grants include AHRQ funding for her postdoctoral work.