جست‌وجوی استاد و پژوهشگر

Martha Mockمشاهده پروفایل

استاد بالینی

• Inclusive Higher Education
• Disability Studies
• Early Intervention
• +۵ مورد دیگر

Martha Mock is a Clinical Professor and Director of the Center for Disability and Education at the University of Rochester's School of Education. With over 30 years of experience, she specializes in inclusive education, systems change, and transition services for individuals with disabilities. PhD in Special Education, University of Wisconsin-Madison MEd in Early Childhood Special Education, Virginia Commonwealth University BS in Psychology, University of Richmond Much of Mock's work focuses on expanding access to higher education for students with intellectual and developmental disabilities. Her research explores systems of service delivery, person-centered planning, and inclusive postsecondary opportunities. She has secured over $11 million in federal, state, and private funding for these initiatives, including grants from the U.S. Department of Education and the Golisano Foundation. Mmock leads the New York State Inclusive Higher Education Coalition and serves on the New York State Education Advisory Council on Postsecondary Education for Students with Disabilities. Her notable awards include the Debra Hart Policy and Practice Leadership Award (2024) for national contributions to program accreditation in inclusive higher education. Director of the Center for Disability and Education Advocate for disability rights in educational systems Expert in early childhood intervention

Troy Beckertمشاهده پروفایل

استاد

• Adolescent Development
• Intergenerational Learning
• Autonomy
• +۴ مورد دیگر

Troy Beckert serves as Professor and Associate Department Head in the Department of Human Development and Family Studies at Utah State University. A specialist in adolescent development from a normative psychosocial perspective, he holds a PhD in Educational Psychology from Arizona State University and teaches both undergraduate and graduate courses in human development. Education: PhD in Educational Psychology (Life Span Development), Arizona State University, 1998 MA in Educational Psychology (Life Span Development), Arizona State University, 1995 BA in Psychology, Arizona State University, 1989 Beckert's research centers on adolescent development with emphasis on intergenerational learning, autonomy, and psychosocial issues within contextual frameworks of families, cultures, and technology. His cross-cultural work with Taiwanese, Italian, and U.S. populations examines cognitive autonomy, parental mediation of technology, and cultural patterns in psychosocial development. Recent publications reveal growing focus on digital technology's impact on adolescent-family dynamics and cyberaggression. His publication trends (2025-2012) demonstrate consistent cross-cultural methodology with increasing attention to digital contexts. Collaborative patterns show frequent partnerships with Vaterlaus and Tulane, particularly in technology-focused adolescent research. The work spans quantitative latent profile analyses, scale validation studies, and qualitative examinations of technology use. Scientific Awards: Teacher of the Year (2012) - Department of Family, Consumer, and Human Development Teacher of the Year (2005) - Family, Consumer, and Human Development Department, Utah State University Beckert has mentored over 20 graduate students through thesis and dissertation research, including Shailey Woodward, Mark Ferguson, and Sarah Tulane. His teaching portfolio features undergraduate courses in Youth and Adolescence alongside graduate instruction in Human Development Theories and Research Methods. While specific grant details aren't provided, his extensive publication record suggests sustained research funding. Though laboratory affiliations aren't explicitly stated, his collaborative publication patterns indicate active participation in research teams focused on adolescent development and family studies, with particular emphasis on cross-cultural comparisons and technology-mediated interactions.

Cheryl R. Ellerbrockمشاهده پروفایل

استاد

• Middle Grades Education
• Responsive Teaching Practices
• STEM Education
• +۳ مورد دیگر

Dr. Cheryl R. Ellerbrock is a Professor of Middle Grades and General Secondary Education and Campus Dean of Education at the University of South Florida Sarasota-Manatee. She is a nationally recognized scholar with leadership roles in organizations such as the American Educational Research Association (AERA) and the National Association of Professors of Middle Level Education (NAPOMLE). Education: Ph.D. in Curriculum and Instruction (2007), University of Florida M.Ed. in Educational Psychology (2007), University of Florida M.Ed. in Social Studies Education (2000), University of Florida B.A. in Social Science Education & Psychology (1999), Florida Southern College Research Interests focus on middle grades education, responsive teaching practices, STEM teacher preparation, and school transition programs. Her work emphasizes adolescent-centered communities of care, cultural responsiveness, and curriculum innovation. Grant Leadership includes the Helios Education Foundation-funded STEM residency program ($2.7M) and the Henson Family Fund grant ($500K) for literacy mentoring. She has led over 15 grants, including international travel and classroom technology initiatives. Publications span 45+ works in journals like The Journal of Educational Research and Middle School Journal , with themes in equity, teacher education, and adolescent development. Her 2023 book Middle Level Teacher Preparation Across International Contexts highlights global factors in teacher training. Scientific Awards Sarasota Magazine’s Women of Influence (2023) NAPOMLE Outstanding Professor (2022) Margaret Burlington Tritle Excellence in Teaching Award (2022) Longview Foundation Global Teacher Fellow (2022-2023) Paul S. George Award (2016) Collaborative Initiatives include co-founding the InsideART program, integrating contemporary art with social studies to explore societal issues. She partners with USF Contemporary Art Museum (USFCAM) and local school districts to develop curriculum resources.

• Eating Disorders
• Anorexia Nervosa
• Bulimia Nervosa
• +۶ مورد دیگر

Jennifer Wildes is a Professor in the Department of Adult Psychiatry at the University of Chicago. Her work focuses on the treatment and assessment of eating disorders in older adolescents and adults, with expertise in cognitive behavior therapy and third-wave behavior therapies . She also investigates neurocognitive processes in eating disorders and obesity , and develops novel interventions for eating and weight disorders . Education : Ph.D. in Clinical Psychology (University of Oregon, 2003), M.S. in Clinical Psychology (University of Oregon, 1999), B.A. in Psychology and History (University of Virginia, 1998) Research interests include classification of eating disorders , predictors of disorder expression , and neurocognitive mechanisms . Her recent publications highlight interdisciplinary approaches to food insecurity , digital interventions , and social determinants of eating disorder outcomes . Scientific awards include: 2018-2019 President, Eating Disorders Research Society 2018 Outstanding Scientific Contribution, International Journal of Eating Disorders 2014 Outstanding Scientific Contribution (with Marsha Marcus) and Fellow, Academy for Eating Disorders Grants from the NIH support studies on: Cognitive inflexibility in anorexia nervosa Micro-Randomized trials for binge eating interventions Subjective food value in anorexia nervosa Postdoctoral training in eating disorders

Ariel Kalilمشاهده پروفایل

استاد

• Developmental Psychology
• Parenting Behavior
• Child Development
• +۳ مورد دیگر

Ariel Kalil is a Professor at the University of Chicago's Harris School of Public Policy, where she directs the Center for Human Potential and Public Policy and co-directs the Behavioral Insights and Parenting Lab. Her work bridges developmental psychology, behavioral economics, and public policy to address parenting behaviors, child development, and socioeconomic inequality through rigorous field experimentation. Professor Kalil's research centers on how economic conditions shape parenting practices and child outcomes, with particular focus on historical trends in income-based gaps in cognitive and non-cognitive development. She designs behavioral interventions to strengthen parental engagement in low-income families using insights from neuroscience and decision science, examining how poverty and inequality affect developmental trajectories. Her approach integrates longitudinal data analysis with randomized controlled trials to identify scalable solutions for reducing disparities. Her recent publications (2023-2025) reveal a concentrated effort on digital and behavioral tools to enhance parenting practices—particularly in literacy, math skill development, and school engagement for disadvantaged children. These studies consistently employ field experiments across diverse contexts to test low-cost interventions like informational nudges, identity priming, and digital libraries, demonstrating how small behavioral changes can yield significant developmental gains while addressing structural barriers. Scientific Awards: William T. Grant Foundation Faculty Scholars Award Changing Faces of America’s Children Young Scholars Award from the Foundation for Child Development National Academy of Education/Spencer Postdoctoral Fellowship Society for Research in Child Development (SRCD) Award for Early Research Contributions (2003) Professor Kalil's research is funded by the National Institutes of Health (NIH) and multiple private foundations, supporting her lab's development of evidence-based parenting interventions. Her work emphasizes translating behavioral insights into practical policy tools through partnerships with schools, community organizations, and government agencies, with particular attention to implementation fidelity and scalability in real-world settings. The Behavioral Insights and Parenting Lab, under her co-direction, operates as an interdisciplinary hub testing interventions in naturalistic environments—from digital libraries for shared reading to personalized teacher nudges. Current projects focus on leveraging behavioral economics to overcome attentional scarcity in low-income households, design effective parental engagement strategies, and measure long-term impacts of early childhood interventions on intergenerational mobility.

• Empathy
• Neuroscience
• Facial Expressions
• +۷ مورد دیگر

Augusta Gaspar is an Associate Professor at the Faculty of Human Sciences of the Portuguese Catholic University , with a PhD in Facial Behavior from NOVA University Lisbon . Her research spans evolutionary psychology, neuroscience, and empathy, focusing on facial expressions, prosocial behavior, and nonverbal communication. Education: PhD, Facial Behavior in Pan and Homo (2001), NOVA University Lisbon Her work contributes to the UN Sustainable Development Goals (SDGs), particularly in education and social well-being. Key projects include: ENGAGED (2025–2027): Political engagement in European youth NHNAI (2022–2025): Intersections of neurosciences and AI Colour and Emotion - Phase 2 (2021–2025): Color-emotion associations Her research interests include empathy development across lifespan, virtual reality interventions for mental health, and ethical dilemmas in animal research. She has presented at conferences like the Swiss Psychological Society (2022) and contributed to edited books on human symbolic evolution. She is a member of the National Forum of Psychology (Order of Portuguese Psychologists, 2020–present) and collaborates internationally on topics like environmental psychology and AI ethics. Her scientific production includes 63 publications, with an h-index of 193 (Scopus).

Luísa Camposمشاهده پروفایل

استادیار

• Mental Health
• Health Literacy
• Psychometrics
• +۷ مورد دیگر

Luísa Campos is an Assistant Professor at the Faculty of Education and Psychology of Universidade Católica Portuguesa and a Researcher at the Research Center for Human Development (CEDH). She holds a PhD from the University of Porto (2008) with a dissertation on "The paths of positive and negative experiences in the provision of informal care in schizophrenia." Her academic work significantly contributes to Sustainable Development Goals related to education and mental health. Her primary research interests focus on mental health, health literacy, psychometrics, and validation studies, with particular emphasis on youth development and digital media impacts. Dr. Campos has developed expertise in mental health literacy assessment tools that have been validated across multiple international contexts, including Portugal, China, India, Indonesia, Thailand, and the United States. Analysis of her recent publications reveals a strong research trajectory in mental health literacy assessment and intervention, particularly in educational settings. Her work spans adolescent psychology, digital media effects, socioemotional development, and mental health promotion programs. The publications demonstrate increasing international collaboration and a focus on developing valid assessment tools for mental health literacy across diverse cultural contexts. Dr. Campos serves as Principal Investigator for multiple significant projects including the UCP2 MH: U©P2 MENTAL HEALTH project (2024-2026), which focuses on an integrated mental health promotion system, and previously led the Specialized Monitoring and Evaluation services for the Caregiver's Quiosque projects. She has been actively involved in the PROMISE project (2016-2019) on youth involvement and social engagement. Her research activities include organizing academic events, hosting visiting scholars, serving on examination committees, and presenting at international conferences. She has supervised numerous academic works and participates extensively in research networks focused on mental health promotion and youth development.

Pamela Patrickمشاهده پروفایل

مدرس

• Educational Psychology
• Mental Health in Education
• Inclusive School Communities
• +۵ مورد دیگر

Pamela Patrick is a Lecturer at the School of Educational Psychology & Counselling , Monash University , and a Board-Approved Supervisor. Her research focuses on cultivating inclusive school communities, advancing teacher and student wellbeing, and supporting underrepresented groups in education, with expertise in the Delphi technique and mixed-methods research. Education: Doctor of Philosophy (2020), Master of Educational and Developmental Psychology (2016) Research Interests include: Intergenerational impact of parental mental illness on adult children Teacher wellbeing, burnout, and compassion fatigue Supporting LGBTQIA+ students in schools Delphi technique and participatory action research methodologies Post-COVID-19 student mental health and school engagement Recent Publications highlight trends in educator wellbeing, systemic mental health support in schools, and Delphi-based program design. Her work aligns with the UN Sustainable Development Goal of Quality Education. Scientific Awards: Mollie Holman Medal (2020) EPC Excellence in Teaching (2024) MEA Education Excellence (2025) Professional Contributions include peer reviewing for Advances in Mental Health and Frontiers in Psychology , and collaborative projects like the School Refusal Clinic Program Evaluation . She actively engages in media commentary on school wellbeing and attendance issues.

Miriam Schwarzenthalمشاهده پروفایل

استادیار

• Cultural Diversity
• Intercultural Competence
• Critical Consciousness
• +۵ مورد دیگر

Miriam Schwarzenthal serves as a Junior Professor at the Institute for Educational Research within the School of Education at the University of Wuppertal in Germany. Her research examines how adolescents navigate cultural diversity and social inequality across school, peer, and family contexts, with particular focus on developing intercultural competence and critical consciousness. Dr. Schwarzenthal earned her PhD in Psychology from Friedrich Schiller University Jena (2012-2014) following undergraduate studies at the University of Cologne (2008-2012). She previously held postdoctoral and doctoral positions at Universität Potsdam (2014-2021). Her educational background in psychology informs her interdisciplinary approach to educational research. Her research program investigates multiple dimensions of cultural diversity in educational settings, with particular emphasis on classroom diversity climate, ethnic-racial identity development, and critical consciousness among German adolescents. She examines how teachers develop competencies to prepare students for culturally diverse societies and how school environments can either perpetuate or challenge systemic inequities. Her work often employs large-scale survey methods and longitudinal designs to track developmental trajectories. Analysis of her recent publications reveals a cohesive research trajectory examining the relationships between cultural diversity approaches in schools and adolescent outcomes. Her work increasingly focuses on critical consciousness development, exploring how experiences of discrimination, classroom climate, and national identity conceptions relate to adolescents' engagement with social justice issues in the German context. Dr. Schwarzenthal maintains active research collaborations, particularly with Linda Juang's research group, and disseminates her work through the "Researching Diversity Podcast" and ResearchGate, where her 53 publications have garnered over 25,959 reads and 971 citations. Her scholarship bridges theoretical insights with practical implications for creating more inclusive educational environments.

• Educational inequalities
• Socio-economic attainment gap
• Educational transitions
• +۵ مورد دیگر

Professor Morag Henderson is a Professor of Sociology at University College London's UCL Institute of Education, where she holds a position in the Social Research Institute and Centre for Longitudinal Studies. She serves as the Principal Investigator of Next Steps, a major English longitudinal study tracking individuals born in 1989-90. Henderson leads the Introduction to Sociology module for BSc Social Sciences and BSc Social Sciences and Quantitative Methods courses. Her educational background includes a DPhil in Sociology from the University of Oxford, completed in 2013. Henderson's research primarily focuses on educational inequalities and related sociological phenomena, with particular attention to socioeconomic factors affecting educational outcomes. Henderson's research spans multiple interconnected areas examining how social structures influence educational and life trajectories. Her work investigates the socioeconomic attainment gap, educational transitions across different life stages, how subject choices affect future educational and career outcomes, parenting practices, academic self-concept, and mental health and wellbeing. This research often utilizes longitudinal methodologies to track changes over time and across generations, with particular emphasis on British birth cohort studies. Analysis of Henderson's recent publications reveals consistent focus on educational inequality through multiple lenses including social class, gender, and subject specialization. Her work frequently examines how early educational experiences shape later life outcomes, with particular attention to STEM fields and career pathways. Henderson demonstrates methodological versatility, employing both quantitative analysis of large datasets and qualitative approaches to understand the complex mechanisms behind educational mobility. Henderson actively contributes to major longitudinal research infrastructure in the UK, particularly through her leadership of the Next Steps study. Her work has been disseminated through numerous academic publications and policy-relevant reports that have garnered significant attention in both academic and policy circles, with several publications being picked up by news outlets and referenced in policy documents. As Principal Investigator of Next Steps, Henderson oversees one of Britain's major longitudinal studies, directing research teams that collect and analyze data on educational, social, and economic development from adolescence into adulthood. Her leadership extends to collaborative projects like the UK Longitudinal Linkage Collaboration, which creates secure research environments for population data science.

Carolyn Barberمشاهده پروفایل

استاد

• Civic Education
• Adolescent Development
• Gifted Education
• +۳ مورد دیگر

Carolyn Barber serves as Professor and Associate Dean at the University of Missouri-Kansas City (UMKC) in the School of Education, Social Work and Psychological Sciences (SESWPS), where she oversees curriculum, assessment/accreditation, and graduate programs while coordinating the Ph.D. in Education. Previously Interim Dean (2020-2023), she joined UMKC as Assistant Professor in 2007. Her educational background includes: Ph.D. in Human Development (Educational Psychology specialization), University of Maryland-College Park M.A. in Measurement, Statistics, and Evaluation, University of Maryland-College Park B.A. in Psychology and Sociology (Music minor), Johns Hopkins University Dr. Barber's research examines how social and cultural contexts shape adolescent development, with primary focus on civic attitudes/behaviors and secondary exploration of giftedness/creativity conceptualization. She employs quantitative methodologies specializing in complex-sample and multilevel analysis of large-scale survey data, often through international comparative frameworks. Her recent publications reveal consistent emphasis on civic education across diverse national contexts, classroom climate influences on civic engagement, and longitudinal analysis of adolescent civic development. These works frequently leverage IEA datasets and address intersections between educational environments and identity formation. Scientific awards: None documented in source material. Research funding has been secured from the Spencer Foundation, National Endowment for the Arts, AERA Grants Program, and National Science Foundation. She advises doctoral candidates in Education Ph.D. and Ed.D. programs, and previously mentored Counseling Psychology Ph.D. students.

Christine Paulمشاهده پروفایل

پژوهشگر

• Multilingualism in School
• German as Second and Foreign Language
• Varieties: Spoken Language, Educational Language
• +۳ مورد دیگر

Christine Paul serves as a Scientific Associate in the Department of German Didactics within the Department of Education and Psychology at Freie Universität Berlin, specializing in linguistic and cultural education. Currently on leave while fulfilling duties at Technische Universität Dresden, her expertise spans multilingual pedagogy, German as a second language, and conversation analysis, with significant contributions to corpus linguistics through the Wendekorpus project documenting German reunification narratives. Education: PhD in Linguistics (2016), Freie Universität Berlin First State Examination in German and Spanish (2006), Freie Universität Berlin Graduate Fellowship, Evangelisches Studienwerk Villigst (2009-2013) Study Abroad, Pontificia Universidad Católica del Peru, Lima (2001-2002) Research Focus: Dr. Paul investigates multilingual identity construction in educational settings, analyzing how students navigate spoken vs. academic language varieties through conversation analysis and cognitive linguistics frameworks. Her work bridges theoretical linguistics with classroom practice, particularly examining meaning negotiation in multilingual dialogues and historical language shifts in post-reunification Germany, often utilizing corpus-based methodologies to reveal subtle pragmatic patterns. Publication Evolution: Early career works (2010-2015) established her expertise in temporal inference and retrospective utterances within conversation analysis. Recent publications (2019-2023) demonstrate strategic expansion into digital education spaces and multilingual identity, culminating in 2023's examination of linguistic diversity on school websites. Her research consistently centers on language as a tool for identity construction within institutional contexts, with growing emphasis on intersectional factors like gender and migration background. Academic Engagement: As co-developer of the Wendekorpus audio archive and contributor to the Learning and Research Workshop for Literary Education, she actively shapes pedagogical resources. Her 2024 conference presentation on multilingual female students' self-identification continues her trajectory of connecting linguistic theory to real-world educational challenges through empirical discourse analysis.

• Vocational Education and Training
• Career Counselling
• Aesthetics
• +۸ مورد دیگر

Jeanine van Halteren serves as Assistant Professor at the Department of Vocational Teacher Education within Oslo Metropolitan University's Faculty of Education and International Studies. Her office is located at Kunnskapsveien 55, Kjeller (Office KD332) with contact details +47 672 35 379 and jeanine.vanhalteren@oslomet.no. She concurrently holds the administrative role of Head of Studies for Area of responsibility 2. Her research program centers on Vocational Education and Training in traditional crafts, investigating cultural heritage preservation, innovation in design-craft-product development, and inclusion dynamics among apprentices. Parallel work explores Aesthetics in career counselling through critical thinking, reflexivity, and creative methodologies. Subject areas span Life Stories/narratives, Art/crafts/culture, Diversity and Inclusion, and Sustainability. She actively contributes to research groups including Design Literacy, Education and Society, KunstForsk (Arts-based research), Learning in diversity perspectives, and Philosophy/Art/Culture. Analysis of her 2019-2023 publications reveals dominant themes: career counselling for marginalized populations using metaphors and aesthetic frameworks, safeguarding traditional crafts through apprentice perspectives, and navigating cultural-technological intersections in vocational training. Her work consistently integrates social justice, narrative analysis, and reflexivity across contexts from youth mobility to disruptive global changes. Dr. van Halteren's research ecosystem includes the Design Literacy group examining craft-innovation synergies, KunstForsk advancing arts-based methodologies, and the Learning in diversity perspective team developing inclusive qualification frameworks. These groups collectively address vocational identity formation amid technological disruption and cultural preservation challenges.

• Philosophy of Physical Education
• Sport Aesthetics
• Phenomenology in Sports
• +۷ مورد دیگر

Professor Yu-Won Kang serves as a full-time Professor in the Department of Physical Education at Sejong University, where he has held academic positions since 2000. He maintains an active research profile with leadership roles including Vice President of the Korean Society for Sport Anthropology (2011-2015) and Vice President of the Korean Philosophy Society for Sport and Dance (2012-2013). His office is located in Laboratory Dragon 117, with contact information including email ywkang@sejong.ac.kr and phone +82-2-3408-3270. Professor Kang's educational background is exclusively from Sejong University: Ph.D. in Philosophy of Physical Education M.Ed. in Physical Education B.S. in Physical Education His research centers on philosophical inquiries into physical education and sports , with primary expertise in Sport Aesthetics , Phenomenology of Movement , and Asian Martial Arts philosophy . Kang employs qualitative methodologies to explore existential dimensions of athletic experience, including flow states in competition, somatic movement programs, and peak experiences among elite athletes. His work critically examines neoliberal influences on sports culture, sexuality in athletics, and cheerleading phenomena. Recent publications (2020-2025) reveal a significant pivot toward technology-sports intersections in the Fourth Industrial Revolution era, including AI applications in Taekwondo and eSports health implications. Kang consistently applies narrative and phenomenological frameworks to analyze embodied experiences across diverse sports contexts - from rhythmic gymnastics during pandemics to hip-hop integration in physical education curricula. His scholarship demonstrates growing emphasis on digital transformation's impact on sports culture and athlete experiences. Professor Kang has not listed major scientific awards in available documentation. Information regarding student advising and specific research grants is not provided in current records. He directs the Physical Education Philosophy Research Lab (Laboratory Dragon 117), which serves as an intellectual hub for examining fundamental questions about physical education's purpose and nature. The lab's work connects classical philosophical traditions with contemporary sports challenges, particularly focusing on existential and axiological dimensions of movement.

Anke Heyderمشاهده پروفایل

استاد

• Educational Psychology
• Teacher Beliefs and Attitudes
• Gender Stereotypes in Education
• +۵ مورد دیگر

Anke Heyder is a Professor at the Ruhr University Bochum in the Faculty of Psychology , Department of Educational Psychology. She has held this position since 2022 and previously worked as a Postdoctoral Researcher at TU Dortmund and Free University of Berlin. Research Areas : Her work focuses on Teacher Beliefs, Attitudes, and Knowledge Gender Stereotypes in Education Diversity and Inclusion in Learning Environments Student Motivation and Emotional Outcomes Academic Achievement Disparities Awards and Recognition : Certificate for Professional Teaching Competence (2020) NEPS Publication Award (2019) Marie-Schlei-Preis (2016) CIDER Fellowship (2016–2019) Dissertation Award from DGPs (2015) Publications and Editorial Work : She has published extensively on gender stereotypes, teacher mindsets, and inclusion. Since 2024, she serves on the editorial board of the Journal of Youth and Adolescence , Learning and Instruction (since 2023), and Social Psychology of Education (since 2022). Third-Party Funding : MERCUR Kooperation (2022–2025): Digital Media Use in Children Deutsche Forschungsgemeinschaft (2021–2025): Causal Effects of Teacher Mindsets