Dyanne Escorcia

Dyanne Escorcia is a University Professor of Education and Training Sciences at Clermont Auvergne University (UCA), specifically affiliated with INSPÉ Clermont-Auvergne. She holds a position in the 70th section of French academia, indicating her specialization in Education Sciences. Her academic career includes previous appointments as Maître de Conférences at the University of Poitiers (2011-2021) and statutory researcher at the CeRCA laboratory. She currently serves as Co-head of the Education Sciences degree (LSDE) at INSPE Clermont Auvergne since 2022 and as a Member of the Laboratory Board at ACTé laboratory since 2024.

Dr. Escorcia earned her Authorization to Direct Research (HDR) in Educational Sciences in 2020 from ENS de Lyon with research titled 'Study of the learning-teaching processes of academic writing: proposal of an interdisciplinary model.' She completed her Doctorate in Educational Sciences in 2007 from University of Paris X on 'Metacognitive components and written performance: a sociocognitive approach to student work.'

Her research primarily focuses on metacognition in academic writing, examining metacognitive processes (metacognitive knowledge and self-regulation strategies) in students' writing practices. She also investigates higher education teachers' conceptions of academic writing and teaching practices. Methodologically, she employs both quantitative (questionnaires) and qualitative (explanatory interviews) approaches, as well as real-time analysis techniques (filmed observations and concomitant verbalizations). Her research themes include effects of self-regulation training, metacognition and critical thinking, information management, and development of resilience in the face of hydrometeorological risks.

Analysis of her publication record reveals consistent focus on metacognitive components of writing, self-regulation strategies, and academic writing assessment in higher education. Her work often employs comparative and cross-cultural approaches, particularly examining differences between French and Colombian educational contexts. Recent publications increasingly incorporate real-time analysis techniques and focus on practical interventions to improve students' writing skills through metacognitive training.

Dr. Escorcia currently supervises two doctoral students: Nicolas Fradet (since 2023) working on metacognitive knowledge in combating disinformation, and Toussaint Essono Ondo (since 2022) studying writing skills development among illiterate adults in Gabon. She leads the Drescom project (2024-2025) on 'development of resilience and community spirit in the face of hydrometeorological risks' with MSH funding (€5,000), and oversees the Effects of Teaching Practices (EPEE) program. Previously, she served as Head of the Master's in Educational Advisor for Higher Education (2018-2021) and Director of CRIIP, the teaching support center at University of Poitiers (2018-2020).

Her research is conducted through the ACTé laboratory where she serves on the Laboratory Board, focusing on educational sciences and teacher training. She collaborates internationally, particularly with Colombian institutions, reflecting in her comparative research on academic writing practices across different educational contexts.