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Matthew J. MayhewView profile

Professor

• Higher Education
• Student Affairs
• Impact of college on student learning
• +7 more

Matthew J. Mayhew serves as the William Ray and Marie Adamson Flesher Professor of Educational Administration within the Department of Educational Studies at The Ohio State University's College of Education and Human Ecology. He received his BA from Wheaton College, Illinois; his master's degree from Brandeis University; and his PhD from the University of Michigan in 2004. Dr. Mayhew maintains an active research agenda examining how collegiate conditions, educational practices, and student experiences influence learning and democratic outcomes. Dr. Mayhew's research interests span higher education's impact on moral reasoning, pluralism, productive exchange across worldview differences, and innovation capacity. His work particularly focuses on religious, spiritual, and secular diversity in higher education settings, examining how these dimensions shape campus climate and student development. He has developed significant assessment tools such as the Interfaith, Spiritual, Religious, and Secular Campus Climate Index (INSPIRES) to measure institutional commitment to diverse worldview identities. His recent publications reveal a strong emphasis on innovation capacity development in students, religious pluralism in college settings, and the impact of campus environments on diverse student populations. The research demonstrates increasingly interdisciplinary approaches, with collaborations spanning engineering education, sustainability initiatives, and international comparisons of educational systems. American Educational Research Association Religion and Education SIG Emerging Scholar Award Diamond honoree by ACPA-College Student Educators International Dr. Mayhew has successfully secured over $20 million in research funding from prestigious sources including the National Science Foundation, the Ewing Marion Kauffman Foundation, the Andrew C. Mellon Foundation, the Templeton Religion Trust, and the Arthur Vining Davis Foundations. His major research projects include EDiCTS (Enhancing Diversity in Career and Technical STEM), EDiCTS 2.0, EmPOWERment, and InFORM (Including Faculty on Religious, Spiritual, & Secular Mattering). He serves as editor of the Digest of Recent Research and has held editorial board positions for the Journal of Higher Education, Research in Higher Education, and the Journal of College Student Development.

Justen O'ConnorView profile

Associate Professor

• Inclusive Education
• Health and Physical Education (HPE)
• Informal Sport Participation
• +14 more

Justen O'Connor is an Associate Professor in the School of Curriculum, Teaching and Inclusive Education at Monash University’s Faculty of Education. He also serves as Associate Dean (Staffing and Strategy), demonstrating leadership in academic administration. His research focuses on transforming health and physical education (HPE) to be more inclusive, equitable, and socially meaningful, with strong emphasis on informal sport, social ecology, and systems thinking. His research interests include: Transforming teaching and learning in HPE Equity, diversity, and inclusion in sport and education Mental well-being in community sport settings Curriculum, pedagogy, and assessment in HPE Informal and alternative sport participation Social-ecological drivers of physical activity Rasch modeling and scale development for research measurement Justen’s recent publications reflect a consistent focus on inclusion, informal sport, curriculum futures, and socio-ecological systems in physical activity contexts. His work often involves mixed-methods research, collaboration with industry and academic partners, and real-world impact through policy and program evaluation. He has received several prestigious awards recognizing his contributions: Dean’s Award for Excellence in Social and Economic Impact (2022) Vice Chancellor's Excellence Award for Diversity and Inclusion (2021) Best Paper Award in Physical Education and Sport Pedagogy (2018) Finalist for Most Outstanding Paper, Journal of Curriculum Studies in Health and Physical Education (2021) Justen supervises Honours, Masters, and PhD students in areas aligned with his research. He is actively involved in securing competitive grants, including funding from the Australian Research Council. His teaching includes EDF2171 (Motor Control and Skill Acquisition) and EDF4171 (Advanced Sport and Exercise Science). He also engages in public outreach as a keynote speaker and media contributor, promoting accessible research in HPE.

José Ramón Yela BernabéView profile

Professor

• Clinical Psychology
• Health Psychology
• Mindfulness
• +7 more

José Ramón Yela Bernabé is a Professor at the Faculty of Psychology, Pontifical University of Salamanca, specializing in Basic Psychology. He leads the research group 'Evaluation and intervention in psychological well-being and health' and has been actively contributing to the fields of clinical and health psychology for over three decades. Education: PhD in Psychology from Universidad Pontificia de Salamanca (1994) - Thesis: 'Learned helplessness in humans (effects of exposure to uncontrollable aversive stimuli and reversal of deficits based on the variables percentage of reinforcement, sequence of failures and attributional instructions)' supervised by Dr. José Luis Marcos Malmierca Research Interests: His research spans multiple interconnected domains within psychology, with particular emphasis on mindfulness-based interventions and self-compassion training . He has extensively investigated the mechanisms through which these approaches improve psychological well-being and reduce symptoms of anxiety and depression. His work also encompasses learned helplessness phenomena, eating disorders particularly bulimia nervosa, stress reduction interventions , and the role of meaning in life as a protective factor for mental health. Additionally, he explores emotional regulation processes and their impact on psychological outcomes across various populations. Research Trends: Recent publications demonstrate a clear shift toward mindfulness and self-compassion interventions , with systematic evaluations of programs like Mindfulness-Based Stress Reduction (MBSR) and Mindful Self-Compassion (MSC). His work increasingly focuses on meta-analytic approaches to establish evidence bases for psychological interventions. There is also notable attention to specialized populations including mental health professionals, parents of children with chronic illnesses, and individuals with behavioral addictions. Scientific Recognition: While specific awards are not mentioned in the provided text, his extensive publication record spanning from 1987 to 2025, with particular productivity in recent years (2020-2025), demonstrates sustained scholarly impact in clinical and health psychology. Contact Information: Email: jryelabe@upsa.es Research Group: He leads the Evaluation and intervention in psychological well-being and health research group, which focuses on developing and evaluating evidence-based psychological interventions to enhance well-being and address mental health challenges across diverse populations.

Timothy W CurbyView profile

Professor

• Emotion-focused teaching
• Early childhood education
• Teacher-student interactions
• +3 more

Timothy W Curby is a Professor in the Applied Developmental Psychology department at George Mason University . His research focuses on early childhood classroom experiences, teacher-child interactions, and the application of advanced statistical models to educational research. He leads the Development in School Contexts (DISC) Lab , which examines how teacher-student interactions drive children's emotional and social development, with a particular emphasis on creating observational measures like the Emotion Teaching Rating Scale (EMOTERS) . Dr. Curby is also involved in partnerships with institutions such as the University of Illinois at Chicago, supporting professional development for preschool teachers through coaching and learning communities. Education: PhD in Educational Psychology—Learning and Development (University of Virginia), MA in Teaching (University of Michigan), BS in General Biology (University of Michigan) Key Research Areas: Emotion-focused teaching, classroom quality measurement, trauma-informed practices, and statistical modeling of teacher-child interactions Grants: Co-Principal Investigator for the Chicago Early Childhood Preparation and Pathway Partnership (US Department of Education, 2019–2024); Statistician for NIH-funded studies on parent-adolescent interactions and substance use Students Supervised: Vera Hawa, Negar Fatahi, Laura Rose Elizabeth Stokes, and others Teaching: Courses in developmental psychology, longitudinal data analysis, and multivariate statistics

• Educational Assessment
• Measurement and Evaluation
• Psychometrics
• +6 more

Stephen Humphry is a Senior Honorary Research Fellow at the Graduate School of Education, The University of Western Australia. He joined UWA in 2006 and has maintained continuous research funding through Australian Research Council Linkage grants since 2008. His work focuses on educational assessment, measurement, and evaluation, with significant contributions to large-scale testing programs including NAPLAN and WALNA. Humphry holds a Bachelor of Psychology from Western Australia and a PhD from Murdoch University. His expertise spans psychometrics, Rasch measurement, and quantitative methods in educational assessment. Dr. Humphry's research has increasingly focused on developing novel approaches that enable classroom teachers to reliably assess students in areas not amenable to large-scale testing. His work on pairwise comparison methods, Rasch analysis, and construct validity has advanced the field of educational measurement. He has published extensively on topics including narrative assessment, writing rubrics, and scale development. His recent publications demonstrate a strong trend toward innovative assessment methodologies, particularly in narrative writing and developmental attributes. These works emphasize practical applications for classroom teachers while maintaining rigorous psychometric standards. The research shows increasing sophistication in handling complex assessment challenges through pairwise comparison techniques and ordered exemplars. Dr. Humphry has supervised 7 research projects and has been awarded 25 research grants, including the current "International collaboration in teaching and learning of Einsteinian physics" project funded by the Australian Research Council until 2025. He has also led multiple NAPLAN-related research projects for the Australian Curriculum Assessment & Reporting Authority. His industry experience includes leading the Central Analysis of Data project for NAPLAN (2011-2013) and serving as Psychometrician for the Western Australian Department of Education's large-scale assessment program prior to joining UWA. His research has led to commercial applications including Brightpath Assessments, used by several hundred schools across Australia.

Daniel KasperView profile

Researcher

• Evaluation of Education Systems
• Primary School Research
• Educational Disparities
• +4 more

Daniel Kasper is a researcher at the University of Hamburg's Faculty of Education, specializing in Educational Science with a focus on International Educational Monitoring and Reporting. He currently serves as the National Project Manager for TIMSS 2027, continuing his leadership role from previous TIMSS cycles (2023, 2019). His work centers on large-scale educational assessments, statistical methodology, and primary education research. Dr. Kasper completed his Habilitation in Educational Science with special consideration of empirical educational research at TU Dortmund (2012-2020), followed by his PhD in Educational Science at the same institution (2010-2012). He earned his Diploma in Educational Science from the University of Münster (2001-2007). His research interests span evaluation of education systems, primary school research, educational disparities, and advanced statistical methods in education. He has developed significant expertise in TIMSS methodology, multilevel modeling, and analysis of large-scale assessment data, with numerous publications addressing methodological challenges in international comparative studies. Analysis of his 15 most recent publications reveals a strong focus on TIMSS methodology and results, particularly regarding mathematics and science competencies in primary education. His work demonstrates expertise in statistical methodology for educational assessment, with several publications developing and refining analytical techniques for large-scale data. A recurring theme is examining educational disparities related to student composition, socioeconomic factors, and gender differences. Dr. Kasper has served as National Project Manager for multiple TIMSS cycles (2019, 2023, 2027) and has been involved in PIRLS studies, demonstrating sustained leadership in major international educational assessments. His work bridges methodological innovation with practical application in educational monitoring. He teaches courses across all academic levels, including 'Introduction to Empirical Research Methods' for Bachelor students, 'Methods of Empirical Educational Research' for Master students, and advanced workshops on longitudinal scaling and the Rasch model for doctoral candidates. His teaching reflects his dual expertise in educational research methodology and statistical analysis.

Muirne PaapView profile

Associate Professor

• Psychometrics
• Clinical Diagnostics
• Item Response Theory
• +4 more

Dr. Muirne Paap is an Associate Professor with Ius Promovendi at the Faculty of Behavioural and Social Sciences, University of Groningen. She specializes in psychometrics, with expertise in test theory, item response theory, and computerized adaptive testing. Her research focuses on enhancing clinical decision-making through advanced measurement methodologies. Education: PhD in Psychiatry from the University of Oslo (2011), MSc in Clinical Psychology and Psychometrics from the University of Groningen (2006, cum laude). Research Interests: Development of reliable clinical assessment tools Computerized adaptive testing (CAT) applications in healthcare Measurement of personality disorders and quality of life Notable Projects: SEALS Project (2024–2028): Methodology for progressive tests in education PersoniCAT Project (2019–2022): Adaptive diagnostic interviews for personality pathology Awards: FRIPRO Young Research Talents Grant (2018) Member of the Young Academy Groningen (2021) Teaching: Test theory, item response theory, and applied statistics at undergraduate and master's levels. Collaborations: Extensive international partnerships, including with Oslo University Hospital, Harvard Medical School, and the Netherlands Cancer Institute.

Sanford R. StudentView profile

Assistant Professor

• Educational Measurement
• Psychometrics
• Quantitative Methods
• +3 more

Dr. Sanford R. Student is an Assistant Professor in the School of Education at the University of Delaware and a Resident Faculty member of the Data Science Institute. His research focuses on connecting psychometric methodologies with practical educational implications, particularly in academic growth measurement, large-scale science assessments, and instrument design. He holds a Ph.D. in Research and Evaluation Methodology from the University of Colorado Boulder (2023) and dual B.A.s in Philosophy and Computer Science from Brown University (2013). Dr. Student’s professional experience includes roles as a Research Associate at Lyons Assessment Consulting (2021–2023), Doctoral Researcher at the Center for Assessment Design, Research and Evaluation (2018–2023), and Lead Researcher for the American Bar Association’s Bar Exam study (2019–2020). Prior to academia, he worked as a Software Engineer at edX (2016–2018). His awards include selection for the 2020 AIR/NCES NAEP Data Training Workshop. Current research trends in his publications emphasize Bayesian methods, vertical scaling, and crosscutting concepts in science education. He actively contributes to educational policy discussions through work with state agencies and assessment developers. Dr. Student advises graduate students and collaborates on grants related to growth measurement and educational data systems. He is affiliated with the National Council on Measurement in Education and maintains a lab focusing on applied psychometric challenges in K-12 systems.

Do-Hong KimView profile

Professor

• Research Design
• Program Evaluation
• Psychometric Methods
• +4 more

Do-Hong Kim is a Professor in the Department of Educational Evaluation and Research at Wayne State University. His expertise spans research design, program evaluation, psychometric methods, and quantitative analysis in education. He focuses on assessment for culturally and linguistically diverse students, educational measurement validity, and bilingual research. Education: Ph.D. in Educational Psychology and Research from the College of Education, University of South Carolina. Research Interests: Kim specializes in educational and psychological assessment, validity issues in measurement, and program evaluation. His work often addresses equity in assessment, psychometric properties of scales (e.g., self-efficacy in language learning, mathematical problem-solving), and evaluation systems for early childhood education. Grant Leadership: He has led multiple funded projects, including a subaward from the U.S. Department of Education (2022-2027) for gifted education equity in Detroit. Other grants focus on data analytics, pre-K literacy, and formative assessment implementation. Scientific Recognition: Kim has received the NCARE Distinguished Paper Award (2013) and the College of Education Award for Excellence in Research at UNC Charlotte (2008).

Véronique RIVAINView profile

Research Professor

• Biostatistics
• Psychometrics
• Clinical Research Methodology
• +6 more

Véronique RIVAIN is a Research Professor at the University of Nantes, affiliated with the Faculty of Pharmacy and the EA 4275 'Biostatistics, Pharmacoepidemiology and Subjective Measurements in Health' research team. She holds a joint university-hospital role as a Professor-Hospital Practitioner at Nantes University Hospital, where she leads the Biometrics Platform. Accreditation to Supervise Research (2006, University of Rennes 1) Doctorate in Biomathematics (1996, Pierre and Marie Curie University, Paris 6) Her research focuses on biostatistical modeling, psychometrics, and longitudinal analysis of subjective health measures such as quality of life and stress. She specializes in Rasch models, missing data mechanisms, and patient-reported outcome (PRO) analysis. Her recent publications highlight methodological advancements in clinical research design and power analysis. She oversees the 'Biostatistics' course for Master 1 Biology-Health students and directs the 'Modeling in Clinical Pharmacology and Epidemiology' inter-regional Master 2 program. Her leadership roles include Vice-Dean for Research at the Faculty of Pharmacy and membership in the National Council of Universities (sections 80 and 85). She supervises 12 PhD and 13 Master 2 students while managing a university hospital biometrics platform for clinical research promotion. Her work extends to organizing international conferences like the ISOQOL symposium on response shift detection in quality of life studies.

Soyeon AhnView profile

Professor

• Health Communication
• Educational Assessment
• Psychometrics
• +3 more

Soyeon Ahn is a full-time Professor in the Department of Education and Psychological Studies at the University of Miami's School of Education and Human Development. Her academic profile demonstrates active research leadership in health communication, educational assessment, and psychometrics, with recent publications spanning 2024-2025. Contact details include email s.ahn@miami.edu, phone (305)284-2929, and ORCiD 0000-0003-2581-306X. Research interests focus on Health Belief Model applications in social media health campaigns, fairness evaluation of high-stakes educational exams, and eHealth interventions for obesity management. She investigates how content creator characteristics (e.g., race, occupation) affect user engagement with health messages, examines psychometric validation of assessment tools via Rasch modeling, and explores generative AI's pedagogical impact. Her work integrates intersectionality frameworks to address health disparities in clinical settings. Recent publications reveal strong interdisciplinary trends connecting public health, education, and technology. Key themes include methodological rigor in meta-analyses of occupational cancer studies, social media's role in vaccine behavior change, and AI literacy training for educators. Her findings consistently emphasize practical implications: optimizing health messaging through HBM constructs, addressing test bias in educational equity, and leveraging technology for behavior intervention. The 2024-2025 output shows increasing focus on real-world application of measurement theory.

BAYRAM ÇETİNView profile

Professor

• Measurement and Evaluation in Education
• Educational Statistics
• Research Methods in Education
• +3 more

Professor BAYRAM ÇETİN is affiliated with Gaziantep University , where he serves in the Faculty of Education within the Department of Educational Sciences , specializing in Measurement and Evaluation in Education . His academic career spans multiple institutions, including Gazi University and Sakarya University. Doctorate in Measurement and Evaluation in Education (2005, Hacettepe University) Master’s in Measurement and Evaluation in Education (2002, Hacettepe University) Licence in Classroom Teaching (1993, Çukurova University) His research focuses on educational measurement , psychometric modeling , statistical analysis in education , and assessment equity . He has developed numerous scales and rubrics for educational evaluation, emphasizing SOLO taxonomy , CHAID analysis , and generalizability theory . Professor Çetin has authored 12 books/chapters, including Research Methods in Education and Measurement and Evaluation in Education , and published over 65 peer-reviewed articles. His recent work explores online formative assessment , ADHD diagnostics , and cross-cultural PISA data . He has supervised 25+ theses, including studies on cyberbullying , metacognition , and test development . He has held administrative roles such as Director of Research and Application Center (2022) and Dean (2020). His projects include international collaborations like Erasmus+ KA201 and national grants on virtual reality in medical education .

Wendy RheaultView profile

Professor

• Health Professions Education
• Interprofessional Education
• Psychometrics
• +3 more

Wendy Rheault serves as President, CEO, and Professor at Rosalind Franklin University (RFU), where she has held faculty and administrative roles for over 40 years. Previously Provost (2014-2018) and Dean of the College of Health Professions (2003-2014), she chairs the Physical Therapy program and pioneered RFU’s interprofessional education model through initiatives like the DePaul University Alliance of Health Sciences. Her educational credentials include a BS in Physical Therapy from Queen’s University, and MA and PhD in Curriculum/Instruction and Measurement/Evaluation from the University of Chicago: BS: Physical Therapy, Queen’s University MA: Curriculum and Instruction, University of Chicago PhD: Measurement, Evaluation and Statistical Analysis, University of Chicago A national leader in health professions education reform, Dr. Rheault’s research centers on psychometric analysis of clinical/educational instruments using Rasch methodology. She has driven curricular innovations including expanded simulation training, population health programs, and community service models integrated with learning outcomes to foster interprofessional team-based healthcare. Her scientific honors include: Fellow of the Association of Schools of Allied Health Professions (FASAHP) Fellow of the National Academies of Practice (FNAP) Crain’s Chicago Notable Women in Education (2018) Distinguished Alumni of the Year, Queen’s University As an administrator, Dr. Rheault doubled RFU’s enrollment by launching programs including Doctor of Physical Therapy, Physician Assistant Studies, and multiple MS/PhD degrees in Health Professions Education. She has advised graduate students through her Physical Therapy chair role and served on National Academy of Medicine committees while presenting research internationally. Her leadership established RFU’s interprofessional framework through simulation centers and community partnerships, directly impacting healthcare education models nationwide.

• Epidemiology
• Biostatistics
• Rheumatology
• +3 more

Dr Sara Muller is a Reader in Epidemiology and Statistics at the School of Medicine, Keele University. She holds a Master’s in Biometry and a PhD in epidemiology, focusing on locomotor disability measurement using Rasch Analysis. Her research emphasizes primary care rheumatology (polymyalgia rheumatica, gout, inflammatory arthritis) and methodological innovations in healthcare data analysis. She is the Academic Career Development Lead for the NIHR Applied Research Collaboration West Midlands and actively promotes researcher development. Her teaching includes leading the Research and Analytical Skills module for undergraduates. Education: MSc Biometry, PhD (Epidemiology) Awards: Fellow of the Royal Statistical Society Dr Muller’s research spans epidemiological methodology, routinely collected healthcare data, and ordinal regression models. Her work often addresses patient-reported outcomes in rheumatology, with over 200 publications in journals like *Rheumatology* and *BMJ Open*. She collaborates with the Society for Academic Primary Care and serves as a former Associate Editor for *Family Practice*. Her recent articles highlight trends in Parkinson’s disease mortality, gabapentinoid risks in arthritis patients, and healthcare utilization patterns in fibromyalgia. She also explores digital health equity and public health implications of chronic conditions. Key Projects: PMR Cohort Study, ICEPAC survey on rheumatic disease impact Grants: NIHR-funded collaborations Dr Muller’s work bridges clinical and public health perspectives, with a focus on improving patient outcomes through evidence-based practices and data-driven solutions.

Joseph RenzulliView profile

Professor

• Educational Psychology
• Gifted Education
• Creativity
• +3 more

Joseph Renzulli is the University of Connecticut Board of Trustees Distinguished Professor of Educational Psychology at the Neag School of Education. He is a global leader in gifted education, recognized by the American Psychological Association as one of the 25 most influential psychologists. His pioneering work includes the Three-Ring Conception of Giftedness, Enrichment Triad Model, and curriculum compacting. He has secured over $50 million in grants and co-founded the Confratute Program and UConn Mentor Connection. Educational Background: BA, Rowan University M.Ed., Rutgers University Ed.D., University of Virginia Research Interests: His work focuses on creativity, talent development, and equitable access to gifted programs. He advocates for 'Enrichment-Based Differentiation' to engage all students, particularly marginalized populations. Recent initiatives include an AI-driven personalized learning platform and the Hartford Gifted and Talented Academy. Awards & Recognition: 2009 Harold W. McGraw, Jr. Prize in Education Consultant to the White House Task Force on Gifted Education Named among APA's Top 25 Psychologists Advising & Impact: Mentor Connection program connects >35,000 teachers worldwide Authored 500+ publications (many translated internationally) Developed assessment tools like the Scales for Rating Behavioral Characteristics of Superior Students Labs/Initiatives: Joseph S. Renzulli Gifted and Talented Academy (Hartford) Schoolwide Enrichment Model (SEM) global implementation Technology-based learning profiles matching student strengths to resources