Find Academic Supervisors

Allen ThurstonView profile

Professor

• Educational Research Methods
• Cooperative Learning
• Peer Tutoring
• +3 more

Allen Thurston is a Professor and Director of the Centre for Effective Education at Queen's University Belfast's School of Social Sciences, Education and Social Work. He also serves as a Visiting Professor at Pontifica Universidad Javeriana (Colombia) and previously held a Distinguished Visiting Professorship at Zhengzhou University (China). His research focuses on cooperative learning, peer tutoring, and literacy improvement for socio-economically disadvantaged students, utilizing randomized controlled trials (RCTs). He leads multiple large-scale RCTs on literacy interventions and collaborates internationally on projects in Colombia, Chile, and Portugal. Thurston's editorial roles include Editor-in-Chief of the International Journal of Educational Research Open and editorial board memberships with several leading journals. He has received prestigious awards, including the 2013 AERA Cooperative Learning SIG Award and Fellowship in the Academy of Social Sciences (2023). His work addresses global educational challenges, contributing to UN Sustainable Development Goals related to quality education and reduced inequalities. Thurston has extensive experience in grant reviews for international councils (e.g., ESRC, Canada SSHRC) and serves on advisory panels for the Commonwealth Scholarship Commission and the Council for At-Risk Academics. His career includes over 33 years in mountain rescue, completing 450+ missions, reflecting his commitment to community service.

Jane SokoloskyView profile

Senior Lecturer

• Educational Technology
• Language Pedagogy
• German Studies
• +3 more

Jane Sokolosky is a Senior Lecturer in German Studies at Brown University and former Director of Brown's Center for Language Studies (2018–2024). She holds a PhD in Germanic Language and Literatures from Washington University in St. Louis. Her roles include teaching German language courses, mentoring graduate teaching assistants, and advising student groups like the German Club and German Studies DUG. Her research focuses on integrating technology into language education, language pedagogy, and fostering intercultural competence. She co-authored the textbook Denk mal! (4th Edition) , and has pioneered initiatives such as the undergraduate certificate in intercultural competence and the graduate certificate in language pedagogy while leading the CLS. Awarded Brown’s Teaching with Technology Award and the Sheridan Award for Teaching and Learning, Sokolosky also serves as the department’s concentration advisor and study abroad advisor, emphasizing global language education and faculty mentorship in World Languages and Cultures.

Svjetlana CurcicView profile

Associate Professor

• Special Education
• Literacy Education
• Technology Integration
• +3 more

Svjetlana Curcic is an Associate Professor of Special Education and instructor in the Elementary Education program at the University of Mississippi's School of Education, Department of Teacher Education. She holds a Ph.D. in Special Education from Michigan State University and an Ed.D. in International and Multicultural Education from the University of San Francisco. Her research focuses on literacy and technology integration to support students with learning disabilities, second language learners, and marginalized populations like Roma students. She has supervised doctoral students and taught courses such as Special Education Law & Procedures and Strategies for the Inclusive Classroom. Her education includes B.A. degrees in English Literature and Journalism from the University of Zagreb (1980), an M.A. in Communicating Arts from the University of Wisconsin-Superior (1981), and advanced degrees in multicultural and special education. Her work emphasizes inclusive practices, policy analysis, and digital tools for diverse learners. Her articles explore topics like preservice teacher writing interventions, Roma education policy, and cross-cultural technology adoption in K-12 settings. She is based at the Tupelo Campus and her office is 333A. Curcic’s research trends span special education pedagogy, multicultural curriculum design, and leveraging technology to address educational disparities. Her recent work highlights collaborative approaches between teacher education programs and writing centers, as well as systemic challenges in inclusive education policies. She has authored over 20 peer-reviewed publications and book chapters in journals like TESOL Quarterly and International Journal of Inclusive Education .

Camille MeritanView profile

Academic

• Second Language Acquisition
• L2 Pronunciation
• Translanguaging
• +3 more

Dr. Camille Meritan is a Teaching Assistant Professor of French at Kansas State University's Department of Modern Languages. Her research focuses on Second Language Acquisition, L2 pronunciation, translanguaging, and curriculum design. She holds a Ph.D. from the University of Illinois Urbana Champaign (2020), an M.A. from the University of Cincinnati (2014), and a B.A. from Université Caen Basse-Normandie (2010). Education: Ph.D., French Language and Literature, University of Illinois Urbana Champaign, 2020 M.A., French Studies, University of Cincinnati, 2014 B.A., French Literature, Université Caen Basse-Normandie, 2010 Her research emphasizes innovative teaching methods, particularly in pronunciation instruction and technology integration. Recent publications address the impact of self-reflection, online learning during the pandemic, and longitudinal studies in L2 French phonetics. Presentations include topics on hybrid pronunciation instruction and French for Specific Purposes.

Serra AcarView profile

Associate Professor

• Early Childhood Education
• Special Education
• Bilingual/Dual Language Learners
• +3 more

Serra Acar is an Associate Professor and Graduate Program Director in the Department of Curriculum & Instruction at the University of Massachusetts Boston. Her work focuses on culturally responsive early childhood education, particularly for linguistically diverse and marginalized populations. She holds expertise in early intervention, bilingual/dual language learning, and executive function development in young children. Dr. Acar has contributed to international research on autism education in low-resource settings and refugee child development programs. Her research emphasizes family-centered approaches, including parental involvement in special education and assessment practices for diverse populations. She has investigated pandemic impacts on families of children with disabilities and innovative teaching strategies in remote learning environments. Dr. Acar’s work bridges theory and practice through collaborative solutions for infants with substance exposure, migrant Head Start programs, and urban early intervention training. Notable areas include translanguaging pedagogy in inclusive classrooms, longitudinal studies on preterm birth impacts, and global perspectives on early childhood intervention systems. Her publications address policy gaps in refugee education, linguistic assessment validity, and cross-cultural autism interventions.

Jason C. ThompsonView profile

Associate Professor

• Game Studies
• Digital Humanities
• Classical Rhetoric
• +5 more

Jason C. Thompson is an Associate Professor in the Department of English at the University of Wyoming. His research focuses on game studies, digital humanities, classical rhetoric, and the work of Kenneth Burke. He co-authored The Post-9/11 Video Game and edited The Game Culture Reader . Thompson founded the Digital Humanities Lab and is part of the Learning Games Initiative, a transdisciplinary research collective studying computer games. Education: Ph.D., M.F.A. from University of Arizona; B.A. from Pacific Lutheran University. Recent courses include Video Game Theory, Media Adaptation, and Classical Rhetoric and Pedagogy. His research bridges rhetoric, media studies, and game culture, with publications in Rhetoric Review , JAC , and CCC . He actively contributes to interdisciplinary projects exploring digital media's role in education and cultural analysis. Labs/Teams: Director of the Digital Humanities Lab; Co-founder of the Learning Games Initiative.

• Developmental Psychology
• Learning Difficulties
• Motivation in Education
• +4 more

Jan Frijters is a Professor in the Department of Child and Youth Studies at Brock University, specializing in Applied Developmental Psychology. His research focuses on learning difficulties, motivation, and quantitative methodologies such as multilevel modeling and structural equation modeling. He collaborates internationally with institutions in China, Norway, and the US, examining genetic and neurobiological factors in reading disorders and intervention efficacy. Key interests include instructional design, developmental trajectories, and the genetic basis of learning challenges. His work spans child, adolescent, and adult populations, with a focus on evidence-based interventions and neuropsychological mechanisms. Research Collaborations: University of Stavanger (Norway), Yale University (US), Georgia State University (US), and institutions in Beijing/Xi’an (China). Key Projects: Genetic studies of reading disabilities, intervention efficacy assessments, and neuroimaging studies of reading processes. Dr. Frijters’ research emphasizes the intersection of motivation and learning, particularly in vulnerable populations. He explores how quantitative models can elucidate developmental processes and intervention outcomes. Recent publications highlight advancements in understanding genetic influences on reading, neurobiological correlates of learning disabilities, and the design of effective educational technologies. Publications: Over 50 peer-reviewed articles in journals such as NeuroImage , Journal of Educational Psychology , and Developmental Science .

Esperanza Roman-MendozaView profile

Professor

• Critical Digital Pedagogy
• Heritage Language Education
• Generative AI in Language Learning
• +2 more

Esperanza Román-Mendoza is Professor of Spanish Linguistics at George Mason University with joint appointments in Modern and Classical Languages and Digital Learning Initiatives. She holds a Ph.D. in Spanish Linguistics from The Catholic University of America and has developed over 30 technology-enhanced courses spanning basic Spanish to graduate seminars. Her research pioneers critical approaches to AI-mediated language education, heritage language pedagogy, and digital equity frameworks. Recent publications analyze generative AI's impact on Spanish instruction and advocate for justice-oriented technopedagogy. She has directed study abroad programs across Spain and Latin America and serves on editorial boards for CALICO, EUROCALL Review, and International Journal of Educational Technology. Her book Aprender a aprender en la era digital establishes critical frameworks for technology-enhanced language education.

Yanan FanView profile

Professor

• Immigrant Adolescents Literacy
• Second Language Literacy
• Teacher Education
• +6 more

Yanan Fan is a Professor in the Department of Secondary Education at San Francisco State University, where she has been since 2006. Her research focuses on the literacy learning of immigrant adolescents and teacher education, particularly within socioeconomically and culturally complex urban school settings. She has extensive experience in language education, starting as an English teacher in Beijing, China, and later working with secondary teachers and students in Michigan before pursuing her Ph.D. Dr. Fan holds a Ph.D. in Curriculum, Teaching, and Educational Policy (2006) from Michigan State University, with a concentration in Second Language Literacy. She also earned an M.A. in English Literature (2000) from Beijing Normal University, a B.A. in English Literature (1992) from Capital Normal University, and participated in a Fulbright Graduate Fellow program in American Studies (1995) at Shanghai International Studies University. Her research interests emphasize the interplay between language development and identity formation among immigrant youth, as well as strategies for preparing educators to support ELL students. Notable projects include examining collaborative writing tools in middle schools and analyzing how mainstream teachers can learn from ELL students in diverse urban environments. She has also published on teacher narratives in China’s bilingual schools and the role of service learning in ELL pedagogy. Dr. Fan has secured significant grants, including a 2017 California State University Development of Research and Creativity (DRC) Grant focusing on ESL classrooms and the Common Core, and a 2017 SED Collaborative Grant for online course development. She has also received funding for community engagement and international development initiatives, such as the Faculty International Development Grant (2007) and multiple California State University Faculty Affirmative Action Grants (2006, 2007, 2009).

Laura EpsteinView profile

Professor

• Speech-Language Pathology
• Bilingual Education
• Classroom-Based Intervention
• +3 more

Laura Epstein is a Professor and Department Chair in the Department of Speech, Language and Hearing Sciences at San Francisco State University (SFSU). She directs the Spanish-Bilingual Specialization program and the Laboratorio de Conexiones Comunitarias (Community Connections Lab). Her research focuses on Spanish-bilingual language issues, classroom-based interventions, and school-based clinical practices. Epstein holds a Ph.D. in Speech and Hearing Sciences from the University of California, Santa Barbara (1994), and prior degrees including an M.S. in Bioarchaeology from the University of London (1983) and a B.A. in Anthropology from UC Berkeley (1982). Epstein’s academic contributions include co-editing special journal issues on language disorders, publishing on bilingual speech sound acquisition, and developing clinical training methodologies. She teaches courses such as SLHS 707 (School Communities) and SLHS 714 (Interprofessional Education). As a clinical educator, she supervises undergraduate clinic aides, first-year graduate clinicians, and second-year interns. Her work emphasizes culturally responsive practice in multilingual settings and critical reflections on disability in clinical education. Certifications: Certificate of Clinical Competence (CCC-SLP) from ASHA since 1991, California State License in Speech-Language Pathology Key Roles: Director of Spanish-Bilingual Specialization, Community Connections Lab Director Educational Background: Ph.D. (Speech and Hearing Sciences), UC Santa Barbara, 1994 M.A. (Speech and Hearing Sciences), UC Santa Barbara, 1990 B.A. (Anthropology), UC Berkeley, 1982 Her recent publications critique traditional difference/disorder paradigms in speech-language pathology and explore evidence-based practice in multicultural contexts. Epstein’s lab fosters community partnerships to address language access barriers in schools and clinics.

Michael ThomasView profile

Professor

• Cognitive Development
• Computational Modeling
• Neurocognition
• +3 more

Michael Thomas is Professor of Psychology at Birkbeck, University of London, where he heads the Developmental Neurocognition Lab within the Centre for Brain and Cognitive Development. His research bridges cognitive neuroscience, developmental psychology, and educational applications. Education includes: BSc(Hons) Psychology, University of Exeter MSc Cognitive Science, University of Birmingham DPhil Experimental Psychology, University of Oxford Research spans computational modeling of cognitive development, neuroconstructivist approaches to brain function, bilingual language processing, and educational neuroscience. His work examines how genetic and environmental factors shape cognitive variability across typical and atypical development. Publications demonstrate interdisciplinary focus on: neurodevelopmental disorders (Williams syndrome, Down syndrome, autism), educational interventions, multilingual cognition, and environmental impacts on development. Recent work emphasizes translational neuroscience in classroom settings. Awards and honors: Queen’s Anniversary Prize for Higher Education (co-recipient) Fellow of the British Psychological Society Fellow of the American Psychological Society Senior Fellow of the Higher Education Academy Directs the Centre for Educational Neuroscience, fostering collaborations between neuroscientists, psychologists, and educators. Supervises doctoral candidates in developmental cognitive neuroscience and leads international research networks on cognitive variability.

• Second Language Acquisition
• Technology-Mediated Discourse
• Online Language Learning
• +3 more

Vincenza Tudini is a Senior Lecturer at the University of South Australia, affiliated with the UniSA Education Futures academic unit. Her research focuses on technology-mediated discourse, second language acquisition, and online language pedagogy. She has contributed to studies on multilingualism, translanguaging, and the integration of digital tools in education. Her work explores how technology facilitates intercultural exchange, learner interaction, and the adaptation of language learners in digital environments. Notable projects include the use of human language technology to enhance academic integrity and inclusivity, as well as studies on self-disclosure and question dynamics in online language interactions. Affiliations: UniSA Education Futures, University of South Australia Education: (Not explicitly mentioned in provided texts) Her research interests emphasize the affordances and constraints of digital platforms for language learning, including chat tools, videoconferencing, and machine translation. She has published on topics such as online intercultural collaboration, teacher-student storytelling, and the role of technology in bridging geographical and linguistic divides. Key contributions include analyzing online interactions in Italian L1-L2 contexts, investigating knowledge synthesis in student meetings, and advocating for inclusive pedagogies through multilingual resources. Labs/Teams: Collaborations with the Research Centre for Languages and Cultures, and interdisciplinary projects involving the School of Communication, International Studies, and Languages.

Iva YoukilisView profile

Teaching Professor

• Language Learning Technology
• Augmented Reality in Education
• Second Language Acquisition
• +3 more

Iva Youkilis serves as a Teaching Professor of Italian in the School of Languages, Literatures, and Cultures at the University of Missouri, within the College of Arts and Science. She holds an M.A. in Italian Literature from the University of Virginia and a B.A. in Italian and Russian Language, Literature, and Linguistics from the University of Zagreb, Croatia. Her research focuses on innovative language pedagogy through emerging technologies such as augmented reality (AR) and Metaverse applications, emphasizing intercultural competence development and digital immersion strategies. Her recent presentations highlight work with the Fossett Lab to explore immersive tech in language education, including AR-enhanced grammar practice and Metaverse-based language labs. She actively contributes to professional organizations like ACTFL and FLAM, advocating for technology integration in language teaching. Her courses span elementary through advanced Italian language instruction, online programs, and independent studies focusing on modern Italian literature and media. No scientific awards are listed, though her work demonstrates significant contributions to pedagogical innovation. Advising and grant activities are not explicitly detailed in available materials. She is affiliated with the Coalition of Language Teaching and Learning (CLTL) and collaborates with institutions across the U.S. on transdisciplinary educational initiatives.

• Second Language Acquisition
• Multimodal Analysis
• Systemic Functional Linguistics
• +3 more

Rachel J. Pinnow is an Associate Professor in the Department of Learning, Teaching & Curriculum at the University of Missouri’s College of Education & Human Development. Her work focuses on multilingual learners’ interactional competencies in academic settings, employing Systemic Functional Linguistics and social semiotics. She has conducted research in South Africa, Cuba, and U.S. schools, emphasizing language-content integration. Pinnow’s scholarship bridges linguistic theory with practical classroom applications, particularly in science and mathematics education for ELLs. Nominated twice for MU’s Presidential Cross-Cultural Engagement Award, her research explores how contextual factors influence second language acquisition. Her research interests include classroom interaction dynamics, multimodal analysis, and sociocultural aspects of language learning. Notable contributions address positioning theory in L2 classrooms, video-based teacher training, and equity in STEM education for marginalized learners. Pinnow’s publications span journals like *Anthropology & Education Quarterly* and *Linguistics & Education*, reflecting her interdisciplinary approach to education. Pinnow advises on curriculum development for multilingual students and collaborates internationally. While no specific grants or lab affiliations are detailed in the provided texts, her work consistently emphasizes practical applications of linguistic theory to improve educational outcomes for diverse learners.

Maida WatsonView profile

Professor

• 19th Century Latin American Literature
• Panamanian Literature
• Latin American Theater
• +3 more

Dr. Maida Watson is a full professor of Spanish at Florida International University's Department of Modern Languages within the Steven J. Green School of International & Public Affairs. She has held roles as Department Chairperson twice and currently serves as Interim Graduate Program Director for the Spanish program. Her research focuses on 19th-century Latin American literature, Panamanian literature, Latin American theater, and pedagogical approaches to teaching Spanish for business. She has authored eight books and over 40 refereed articles, with contributions in the US, Latin America, and Europe. Her recent work explores comparative studies of 19th-century Latin American costumbrismo. Dr. Watson has secured over 21 grants and awards from prestigious organizations including the National Endowment for the Humanities and the Fulbright Hays program. Her academic trajectory includes extensive contributions to language education, particularly in integrating cultural studies into business Spanish curricula. Publications like Nación e Identidad en el Teatro de Rogelio Sinán (2014) and Hacia una nueva lectura del costumbrismo decimonónico (2021) highlight her expertise in cultural analysis and literary criticism. Watson’s work frequently bridges historical and contemporary contexts, emphasizing identity formation and cross-cultural narratives. Research Highlights: Comparative costumbrismo studies, Panamanian women writers, and business language pedagogy Awards & Grants: Over 21 grants from organizations including NEH, the Italian Government, and the Florida Endowment for the Humanities Professional Roles: Department Chair (twice), Interim Graduate Director, and CIBER faculty developer Her ongoing projects include global approaches to language education and interdisciplinary theater studies, reflecting her commitment to both scholarly rigor and applied pedagogy.