جست‌وجوی استاد و پژوهشگر

Sabine Schmölzer-Eibingerمشاهده پروفایل

استاد

• German as a Second Language
• Multilingualism in Education
• Literacy and Writing Didactics
• +۳ مورد دیگر

Prof. Dr. Sabine Schmölzer-Eibinger is a full professor of German as a Second Language and Language Didactics at the University of Graz, leading the Centre for German as a Second Language & Language Education. She also heads the Habilitation Forum for German Didactics and chairs the University Program in German as a Foreign/Second Language. Her research focuses on multilingualism in education, literacy development, and academic writing, particularly in linguistically diverse classrooms. She has led numerous international research projects funded by bodies like the FWF and EU Erasmus+. Education: PhD in Linguistics (1997), Habilitation in Language Teaching Research (2007), both from University of Graz. Visiting professorships at universities in Mexico, Berlin, Cuba, and the US. Recipient of the Charlotte Bühler Habilitation Fellowship (2004–2005). Research interests include language policy, argumentative writing, and the role of language in subject-specific teaching. She has published over 50 peer-reviewed articles and monographs, and developed curricula like the 'NaWiKon' project for scientific writing. Key membership roles: Scientific Advisory Board of the Mercator Institute, Symposium Deutschdidaktik, and German Society for Foreign Language Research. Teaching areas span multilingualism, literacy, and academic writing, with courses offered at the University of Graz and partner institutions globally.

Caroline G. Richterمشاهده پروفایل

استادیار

• Intellectual and Developmental Disabilities
• Specific Learning Disabilities
• Williams syndrome
• +۵ مورد دیگر

Caroline G. Richter is an Assistant Professor in the Department of Psychology at the University of Alabama at Birmingham's College of Arts and Sciences. She founded and directs the Science of Child DevelopmenT And NeuRodiverSity (STARS) laboratory, focusing on cognitive and socio-emotional factors affecting academic achievement in neurodevelopmental disorders. Education includes: B.A., Psychology, Universidade Federal de Minas Gerais Certified Cognitive-Behavioral Therapist, Wainer Psicologia Cognitiva M.A., Developmental Psychology, Universidade Federal de Minas Gerais M.S., Experimental Psychology, University of Louisville Ph.D., Experimental Psychology, University of Louisville Postdoctoral Research Associate, University of Connecticut Research focuses on understanding variability in academic outcomes for children with neurodevelopmental disorders including learning disabilities, autism spectrum disorders, Williams syndrome, and Down syndrome. Current projects investigate socio-emotional competencies, mindfulness-based interventions for sleep improvement in Down syndrome, and biopsychosocial outcomes of educational interventions. Publications demonstrate strong focus on emotional well-being measurement, neurodevelopmental disorders, and educational interventions, with recent work expanding into neuroimaging and epigenetic influences. Research trends show increasing integration of physiological measures and technology-based assessments. Awards include the McNulty Civitan Scientist Award from the Civitan International Research Center and funding from NIH, NICHD, NCCIH, Learning Disabilities Foundation of America, and UAB's Center for Engagement in Disability Health and Rehabilitation Sciences. Leads the STARS Lab with multiple graduate students including award-winning researcher Kibryn Lovejoy. The lab utilizes UAB's Multi-Disciplinary Driving Simulator for cognitive research and conducts community outreach including sensory-friendly events with Birmingham Barons baseball.

Bélgica Holtمشاهده پروفایل

مدرس

• Spanish Language Pedagogy
• Hispanic Linguistics
• Hispanic Literature
• +۲ مورد دیگر

Bélgica Holt serves as a Lecturer in Spanish Studies within the Department of World Languages and Cultures at the University of Tennessee, Knoxville, a position she has held continuously since 2006. Her academic credentials include: Master of Arts in Spanish from the University of Tennessee (2008) Bachelor of Arts in Spanish from East Tennessee State University (2006) Holt's professional focus centers on Spanish language instruction and pedagogy, with significant contributions to Hispanic linguistics, literature, and cultural studies. Her work supports the Hispanic Studies major/minor programs and integrates with departmental initiatives like the Hispanic Film Festival. As a dedicated educator, she shapes curriculum development for language acquisition and cross-cultural competency within the Spanish-speaking world. While no formal awards are documented in available sources, her 19-year tenure demonstrates substantial institutional commitment. Holt actively participates in departmental events including study abroad coordination and cultural programming through the World Languages and Cultures unit.

Tiffany Daigleمشاهده پروفایل

استاد مدعو

• Applied Linguistics
• TEFL/TESL
• Composition Studies
• +۳ مورد دیگر

Tiffany Daigle is an Adjunct Professor in the English and University Composition Program at Colorado State University. She holds an M.A. in TEFL/TESL and a B.A. in English Linguistics from CSU, with minors in Japanese and Linguistics & Cultural Interdisciplinary Studies. Her research focuses on applied linguistics, particularly speech acts in Japanese learners of English. She has taught yoga and Krav Maga, and her academic journey includes study abroad experiences in Japan and England, as well as a 200 RYT certification in Spain. Her courses emphasize composition, rhetoric, and professionalism in academic writing. Education: M.A. in TEFL/TESL (CSU); B.A. in English Linguistics (CSU) Research Interests: Applied Linguistics, Second Language Acquisition, TESOL methodology, rhetoric Dr. Daigle’s publications include a book review on competence-based models in foreign language education. She is passionate about supporting first-generation students and integrates interdisciplinary approaches into her teaching. Her office hours are held in-person and via Zoom, fostering accessibility for students. Her academic career is marked by resilience and a dedication to education, reflecting her journey as a first-generation scholar and single parent. She actively engages in professional development through certifications in Krav Maga and yoga, blending academic rigor with personal adventure.

Luisa Canutoمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Educational Technology
• Service Learning
• +۳ مورد دیگر

Luisa Canuto is an Associate Professor of Teaching and Associate Head of Italian Studies at the University of British Columbia's Department of French, Hispanic and Italian Studies (Faculty of Arts). She serves as Language Program Director of Italian and has taught at UBC since 1994. Dr. Canuto founded UBC Continuing Studies' Italian Program and developed its curriculum, later receiving the Killam Teaching Prize (2000) for teaching excellence. Her educational background includes: Laurea in Storia (cum laude) from Cà Foscari, Venice, Italy Master of Publishing from Simon Fraser University MA in Second Language Acquisition from Cà Foscari PhD in Applied Linguistics from Cà Foscari Research focuses on: Technology-enhanced language learning (WebQuests, micro-blogging) Service-learning pedagogy for linguistic/metacognitive development Curriculum design and language program evaluation Italian medieval/Renaissance history applications in teaching Publications emphasize technology integration in language education, service-learning frameworks, and Italian pedagogy innovations. Research demonstrates consistent focus on experiential learning methodologies and digital tools for enhancing cultural and linguistic competence. Awards include the prestigious Killam Teaching Prize recognizing outstanding pedagogical contributions. Administratively coordinates the Peer Review of Teaching program and co-leads UBC's Scholarship of Teaching and Learning Community of Practice. Previously managed faculty development programs at UBC's Centre for Teaching and Academic Growth.

Mela Sarkarمشاهده پروفایل

دانشیار

• Critical Sociolinguistics
• Indigenous Language Revitalization
• Second Language Acquisition
• +۴ مورد دیگر

Dr. Mela Sarkar is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University's Faculty of Education. She holds a Ph.D. from Concordia University (2000), with prior degrees from McGill and Concordia. Her research focuses on critical sociolinguistics, Indigenous language revitalization, and second language pedagogy, emphasizing marginalized communities' communicative practices. She has been actively involved with the BILD/LIDA research community since 2014, curating its blog and advising the J-BILD journal. Expertise: Multilingualism, hybrid identities, Mi’gmaq language preservation, Hip-Hop linguistics Key Projects: 10-year Mi’gmaq revitalization work in Listuguj, Quebec 'welcome class' studies, South Asian women's French learning Her work bridges applied linguistics with social justice, exploring how language policies intersect with cultural identity. Recent publications examine Ukrainian language learning during the pandemic and decolonial approaches to knowledge production. She has supervised doctoral programs but is currently not accepting new students. Dr. Sarkar’s research has been published in journals like the Canadian Modern Language Review, Journal of Language, Identity and Education, and International Journal of Qualitative Methods. She advocates for pedagogical innovation that centers marginalized voices in academic publishing and curriculum design.

Laura Chávez-Morenoمشاهده پروفایل

استادیار

• Chicanx/Latinx education
• Critical race & ethnic studies in education
• Relational racialization
• +۷ مورد دیگر

Laura Chávez-Moreno is an Assistant Professor at the University of California Los Angeles (UCLA) in the Departments of Chicana/o & Central American Studies and Education. She earned her PhD in Curriculum & Instruction from the University of Wisconsin-Madison School of Education, with additional graduate training at Boston College and the University of Michigan-Ann Arbor, and a BS in Spanish Secondary Education from Northern Arizona University. PhD, Curriculum & Instruction, University of Wisconsin-Madison Graduate Certificate, Curriculum & Instruction, Boston College MA, Literacy, Language, & Culture, University of Michigan-Ann Arbor BS, Spanish, Secondary-level Education & Latin American Studies, Northern Arizona University Her research focuses on Chicanx/Latinx education, critical race and ethnic studies in education, relational racialization, and the intersection of race, language, and literacy in urban schooling. She critiques whiteness in bilingual education, explores raciolinguistics, and develops frameworks for racial literacy and decolonizing pedagogy. Recent publications analyze Latinx critical race theory (LatCrit), raciolinguistic frameworks in dual-language programs, and teacher ideologies in bilingual education. Articles highlight systemic inequities in bilingual education, imperial privilege, and the racialization of Latinidad through colonial lenses. AERA Division G Social Contexts in Education Award AERA Latinx Research Issues SIG Award NCTE Research Foundation’s Cultivating New Voices among Scholars of Color Fellow (2020–2022) 2022 National Academy of Education/Spencer Foundation Postdoctoral Fellowship 2023 Alan C. Purves Award Dr. Chávez-Moreno mentors students from underrepresented backgrounds, particularly those focused on social justice. She has served as a high school Spanish teacher in the School District of Philadelphia, developed district curriculum, and advised community organizations, integrating practitioner experience into her academic work.

Robert C. Piantaمشاهده پروفایل

استاد

• Early Childhood Education
• K-12 Teaching and Learning
• Teacher-Student Relationships
• +۵ مورد دیگر

Robert C. Pianta is the Batten Bicentennial Professor of Early Childhood Education and Professor of Psychology at the University of Virginia. He serves as the founding director of the Center for Advanced Study of Teaching and Learning (CASTL) and previously served as dean of the University of Virginia School of Education and Human Development from 2007 to 2022. His research focuses on teacher-student relationships, early childhood education, and the intersection of education and human development. He has developed influential measurement tools and interventions, such as the Classroom Assessment Scoring System (CLASS), widely used globally. Education: Ph.D. in Psychology from the University of Minnesota (1986), M.A. and B.S. in Psychology from the University of Connecticut (1978, 1977). Research interests include classroom interactions, pre-K to third grade transitions, and the long-term impacts of early education. His work highlights how teacher practices affect student learning, particularly for dual language learners and marginalized groups. Scientific awards include Fellow of the American Educational Research Association and the Distinguished Alumni Award from the University of Minnesota. His contributions extend to policy advising, with consultations for federal agencies, foundations, and governments. Labs/Initiatives: CASTL, 21st Century Learning Project, and collaborations like the Fairfax PreK to Third Grade Project. His work emphasizes practical applications, such as MyTeachingPartner, a coaching system for educators.

Gerardo R. Lopezمشاهده پروفایل

استاد

• Parent Involvement
• School-Community Relations
• Immigrant Education
• +۳ مورد دیگر

Gerardo R. Lopez is a Professor in the Department of Educational Administration at Michigan State University (MSU), where he holds roles as editor of Educational Administration Quarterly and serves in leadership positions. Previously, he taught at the University of Utah, Indiana University, and others. His research focuses on parent-school relations, immigrant education, and diversity in educational policy. He has contributed to federal civil rights cases involving undocumented students and English Language Learners. Lopez holds a Ph.D. from the University of Texas-Austin. Education: Ph.D., University of Texas-Austin Research Interests: Lopez's work addresses systemic inequities through participatory research methods. He emphasizes community-centered leadership, particularly in marginalized communities, and critiques policies that perpetuate educational disparities. His projects often involve collaboration with families and educators to co-design equitable solutions. Service and Leadership: Member, UCEA Executive Committee Committee member, AERA and AACTE Expert witness in federal civil rights litigation Labs/Teams: As a journal editor, Lopez oversees scholarly discourse in educational administration. His work intersects with interdisciplinary teams focused on decolonizing education and crisis management in schooling.

• Educational Psychology
• Inclusive Education
• Disability Studies
• +۳ مورد دیگر

Denyse Hayward is a Professor in the Department of Educational Psychology at the University of Alberta’s Faculty of Education. Her research focuses on inclusive education, disability perceptions, and assessment protocols for vulnerable populations, particularly Deaf and hard-of-hearing students. She holds grants from SSHRC and Alberta Education, collaborating with institutions like MacEwan University and the Edmonton Public School Board. Courses taught include EDPY 301 (Inclusive Education) and EDU 595 (Special Topics in Educational Theory). Her work addresses fatigue measurement for D/HH students, teacher perceptions of disabilities, and bridging theory-practice gaps in teacher education. Key projects include the Fatigue in Educational Contexts Survey (FEC) and studies on preservice teachers’ attitudes. She has published extensively on narrative comprehension, phonological awareness, and blended learning pedagogies. Research highlights include partnerships with Alberta Education to enhance teacher education programs and development of assessment tools like the Sound Access Parent Outcomes Instrument (SAPOI). Her contributions span over two decades, combining clinical background in speech-language pathology with academic research.

Rachel Parroquinمشاهده پروفایل

استاد آموزشی

• Community-Engaged Learning
• Intercultural Competence
• Children's Literature
• +۲ مورد دیگر

Rachel Parroquin is a Teaching Professor of Spanish at the University of Notre Dame, affiliated with the Department of Spanish. She holds an M.Ed., B.A., and B.S. from Valparaiso University, and an Ed.D. from Loyola University Chicago. Her research focuses on Community-Engaged Learning, intercultural competence, children's literature, and the scholarship of teaching and learning. She teaches courses like Once Upon a Time: Children's Literature and Community Connections and collaborates with the Raclin Museum of Art to develop K-12 outreach materials. Her work emphasizes bridging academic study with community impact through partnerships with local organizations. Her teaching and research highlight innovative pedagogical approaches, such as integrating museum collections into language learning and fostering social justice through community-building initiatives. She actively contributes to the academic community through peer-reviewed publications and collaborative projects with engaged faculty and community partners.

• Developmental Psychology
• Social Psychology
• Theory of Mind
• +۳ مورد دیگر

Chris Moore is a Professor in the Department of Psychology and Neuroscience at Dalhousie University, where he has held this position since 1988. He earned his Ph.D. in Experimental Psychology from the University of Cambridge (UK) and a B.A. Hons in Natural Sciences from the same institution. His research focuses on developmental and social psychology, particularly the emergence of social understanding and prosocial behavior in early childhood. Key topics include theory of mind, joint attention, moral development, and the influence of social contexts on decision-making. Moore previously held a Canada Research Chair (2003–2005) at the University of Toronto. His work bridges academic and public engagement, with a forthcoming book on guilt (2025) and a third-year social psychology course based on this research. He has published extensively on topics such as intergroup cooperation, autism spectrum disorder and moral reasoning, and cross-cultural sharing behaviors. Scientific Awards: Canada Research Chair (2003–2005) Advising & Grants: Dr. Moore is currently not accepting new research students, but his past work has involved collaborations across disciplines. His research has explored the interplay between developmental psychology and broader societal issues, including fairness, empathy, and cultural influences on moral behavior. Research Themes: His investigations span developmental trajectories of social cognition, the neurological underpinnings of moral judgment, and the transition from early childhood prosocial tendencies to adult social behavior. Recent work emphasizes translational research, connecting laboratory findings to real-world moral dilemmas.

• Culturally Responsive Pedagogy
• Embodied Learning
• Social Justice in Education
• +۳ مورد دیگر

Associate Professor Robyne Garrett is an academic in the Department of Education at UniSA Education Futures , University of South Australia. Her research focuses on culturally responsive pedagogy, embodiment in learning, and educational equity. She explores how creative and body-based approaches can foster inclusive environments for marginalized students, particularly in settings of poverty, trauma, and cultural diversity. Her work emphasizes transformative curriculum design that integrates somatic practices, Indigenous knowledge systems, and social justice frameworks. Notable areas include enhancing teacher training to address systemic inequities and redesigning STEM education through drama-based methodologies. Recent publications highlight themes of resilience in education, decolonizing practices in health and physical education, and the intersection of race/whiteness in sports media representation. Her research often bridges theory and practice, advocating for pedagogical innovations that center student agency and community well-being. Garrett is a dedicated research degree supervisor and media commentator on educational equity. Her contributions span over 30 years, with a focus on marginalized populations including refugee students, non-traditional university learners, and Indigenous communities.

Timothy Nokes-Malachمشاهده پروفایل

استاد

• Learning Transfer
• Problem Solving
• Motivation
• +۳ مورد دیگر

Timothy Nokes-Malach is a Full Professor in the Department of Psychology at the University of Pittsburgh, affiliated with the Learning Research and Development Center (LRDC). He directs the Cognitive Science Learning Laboratory and holds a PhD from University of Illinois at Chicago. His research investigates human learning and problem solving through four interconnected lines: Cognitive/metacognitive processes in knowledge transfer Motivation-learning interactions Social/ecological influences on learning Mindfulness effects on cognition Recent publications (2022-2025) demonstrate significant focus on educational technology applications, including studies on teachable robots, digital learning games, and mindfulness interventions in STEM education. Additional work examines medical expertise maintenance through cognitive frameworks. Honors include Beckman Institute Fellowship (2004-2007) and NSF Cognitive Science Travel Award (2005). He mentors graduate students in cognitive psychology and collaborates on interdisciplinary education projects integrating psychological theory with technological innovations.

Antonio García Cabotمشاهده پروفایل

دانشیار

• Artificial Intelligence
• Educational Technology
• Natural Language Processing
• +۵ مورد دیگر

Antonio García Cabot is an Associate Professor in the Department of Computer Science at the University of Alcalá. His research focuses on artificial intelligence, educational technology, natural language processing, and mobile computing. He leads the INTELIA research group (Interaction Technologies and Artificial Intelligence Lab) and previously contributed to the PMI group (Intelligent Mobile Platforms). He earned his Doctorate in Computer Science from the University of Alcalá in 2013 with a thesis titled *Propuesta de un sistema multi-agente para la adaptación de contenidos docentes a las competencias, contexto y dispositivo del usuario*. His work emphasizes accessibility in digital education, gamification in MOOCs, and software engineering innovations like automated code repair using LLMs. Research trends in his 2024-2025 publications include: Advancing AI applications in educational assessment (e.g., automated question generation, distractor design) Improving mobile app usability through gesture-based interfaces and sensor integration Developing large language model-based tools for vulnerability repair and teacher simulation analysis Systematic reviews on digital competence ecosystems and multilingual AI systems His contributions to open educational resources (OER) and accessible virtual campuses have been widely adopted in Latin America. Current research extends into embedded systems education and olfactory stimuli impacts on mobile app performance.