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جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱-۱۵ از ۱۲۹ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Elizabeth Davisمشاهده پروفایل

دانشیار

Utah State UniversityUnited States

Elizabeth Davis is an Extension Associate Professor at Utah State University (USU) and serves as the Kane County Director. She works in the Home and Community Department, focusing on youth development, STEM education, and family engagement activities. Education: MS in Family Consumer and Human Development (Adolescent Focus), Utah State University (2010) Research Interests: Social-emotional learning for youth Integrating STEM into family and community settings Improving college and career readiness Enhancing relationships through educational programs Publications: Her work includes peer-reviewed articles on behavioral medicine, STEM curriculum development, and technical reports on relationship-building initiatives. Key themes span youth development, educational outreach, and health interventions. Scientific Awards: 2nd Place Marketing Public Relations (2021) Excellence in 4-H STEM Programming (2021) Extension Innovator Award (2021) 1st Place Innovative Program (2021) Marketing/Public Relations Award (2020) Achievement of Service Award (2020) Innovative Program Award (TEAM) (2020) Grants & Teams: She contributes to Utah State University Extension projects, including the Hidden Gems adventure guides and 4-H STEM programming. Her work emphasizes community-based learning and health outcomes.

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Kylie Pepplerمشاهده پروفایل

استاد

University of California, IrvineUnited States

Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.

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Gabriel Kupermincمشاهده پروفایل

استاد

Georgia State UniversityUnited States

Professor Gabriel Kuperminc is a faculty member at Georgia State University’s College of Arts & Sciences, Department of Psychology, with a secondary appointment in the School of Public Health. He serves as Chair of the Community Psychology Program and a member of the Developmental Psychology Program. His research focuses on resilience in adolescence, community-based prevention programs, and cultural factors influencing health and development. He collaborates with non-profits to evaluate youth programs and has expertise in mentoring interventions, substance abuse prevention, and immigrant youth studies. Education: Ph.D., University of Virginia, 1994. Research interests include understanding how cultural contexts shape youth development and health behaviors. His work emphasizes collaboration with marginalized communities, including immigrant families and organizations addressing systemic inequities. Notable projects include studies on group mentoring effectiveness (funded by DOJ), photovoice methodologies for trauma recovery, and interventions targeting acculturative stress among Latino youth. Key affiliations include the Center for Latin American and Latino Studies, Center for Human Rights and Democracy, and Center for Research on School Safety. Since 2009, he leads a Maymester Study Abroad Program on Human Rights in Argentina. Grants and collaborations include DOJ-funded research on juvenile justice system interventions and CDC evaluations of public health programs. He directs the Social Ecology and Adolescent Development Lab, focusing on youth resilience and community health interventions.

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Amber Doironمشاهده پروفایل

استادیار

University of VermontUnited States

Amber Doiron is an Assistant Professor and Graduate Program Director in the Department of Electrical and Biomedical Engineering at the University of Vermont (UVM), part of the College of Engineering and Mathematical Sciences. Her research focuses on developing biomaterials and nanotechnology solutions for drug delivery systems, wound care, and MRI contrast agents. Applications include combating bacterial biofilms, detecting inflammation, and studying nanoparticle-cell interactions. Doiron holds an M.S. and Ph.D. in Biomedical Engineering from the University of Texas at Austin. She completed her postdoctoral training as the T. Chen Fong Fellow in Radiology and Chemical Engineering at the University of Calgary. She also served as Chief Scientific Officer at NanoPulse Biosciences, a startup developing gold nanoparticle biomedical applications. Her research interests span biomaterials design, nanomedicine, and translational applications. Key areas include drug delivery mechanisms, magnetic resonance imaging contrast agents, and strategies to disrupt biofilm infections. She actively integrates education through courses like BME 5150 (Nanobiomaterials) and BME 2050 (Materials and Transport). Recent work explores nanoparticle-based inflammation detection, synergistic antimicrobial therapies, and cerebrovascular effects of nanoparticles. Her lab investigates ROS generation in biofilm control and metabolite-depleting materials for anti-biofilm strategies, supported by grants like the NSF CAREER award. Doiron’s educational initiatives include project-based learning approaches and STEM outreach programs aimed at expanding gender diversity in engineering. Her lab’s interdisciplinary focus bridges materials science, biomedical applications, and clinical translation.

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Stephanie M. Jonesمشاهده پروفایل

استاد

Harvard UniversityUnited States

Stephanie M. Jones serves as the Gerald S. Lesser Professor in Early Childhood Development and Faculty Co-Chair of the Early Childhood Concentration at Harvard University's Graduate School of Education. With a Ph.D. from Yale University (2002), she leads the EASEL Lab which develops evidence-based social-emotional learning interventions. Her research focuses on poverty and violence effects on children's development, with emphasis on creating practical applications for educational settings. Her research interests center on social-emotional learning, early childhood development, and educational equity. Jones has developed frameworks for inclusive mindsets, universal dignity, empathy, and courageous action that bridge developmental science with classroom practice. Her work emphasizes translating rigorous research into accessible content for practitioners and policymakers, with special attention to aligning preK-3 curricula and instructional practices. Her publications reveal consistent focus on practical applications of social-emotional learning across diverse contexts, from early childhood to adolescence. Recent work examines cultural adaptation of SEL frameworks globally, with specific projects implementing play-based SEL kernels in Ukraine through collaboration with the LEGO Foundation. Her research demonstrates strong commitment to creating practical tools that educators can implement immediately. Grawemeyer Award in Education for A Vision for Universal Preschool Education (2006) Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning Professor Jones currently directs multiple major research initiatives including the Inclusive Mindsets and Behaviors project with Special Olympics (2024-2025), Play-Based SEL Kernels in Ukraine with the LEGO Foundation (2023-2026), and Kernels of Practice for Social Emotional Learning in Afterschool Settings with The Wallace Foundation (2023-2026). She serves on national advisory boards including Parents as Teachers and Engaging Schools, and consults with organizations like Sesame Street on program development and evaluation. Her EASEL Lab functions as a hub for translating developmental science into practical educational tools and interventions.

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Kelly L. Simontonمشاهده پروفایل

دانشیار

University of WyomingUnited States

Kelly L. Simonton is an Associate Professor in the Division of Kinesiology and Health, College of Health Sciences, University of Wyoming. His expertise lies in physical education teaching and research on motivation and emotions. His educational background includes: Ph.D. in Kinesiology (Pedagogical and Psychological Science) - Louisiana State University M.S. in Kinesiology (Pedagogical and Psychological Science) - Louisiana State University B.S. in Kinesiology (Physical Education Teaching) - University of Wyoming Dr. Simonton's research centers on achievement motivation and emotions in physical education, examining their impact on student and teacher outcomes, and extending to curriculum development and teacher training with a focus on social-emotional aspects. His work investigates emotional antecedents, teacher effectiveness, and behavioral outcomes in educational settings. His recent publications (2021-2025) analyze emotional experiences in physical education, develop assessment tools like DEPES and YPAAS, and evaluate interventions, particularly in post-pandemic recovery contexts and social-emotional learning programs for K-12 students. He has secured significant grants including a $235,143 award from the Wyoming Department of Education for the Physical Activity and Social-Emotional Learning (PASEL) Program, alongside funding from the Wyoming Department of Health and Wyoming Community Foundation for teacher training and afterschool initiatives targeting student health development. Dr. Simonton directs the Pedagogical Sciences Research Lab and leads major initiatives such as the Healthy Pokes Afterschool Program and PASEL Program, which address youth physical activity, social-emotional learning, and teacher resilience across Wyoming schools.

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Mónica González Ybarraمشاهده پروفایل

استادیار

University of Illinois Urbana-ChampaignUnited States

Mónica González Ybarra is an Assistant Professor in both the Department of Curriculum and Instruction and the Department of Latina/Latino Studies at the University of Illinois at Urbana-Champaign. Her research focuses on centering Chicanx/Latinx communities' linguistic and cultural knowledge in educational spaces, particularly through community-based pedagogies and youth participatory action research. She earned her B.A. in Latina/Latino Studies and Spanish from the University of Illinois (2011), M.A. from the University of Utah (2013), and Ph.D. from the University of Colorado Boulder (2018). Dr. González Ybarra’s work emphasizes the intersection of education, race, and language, advocating for transformative educational practices that honor students' home and community knowledge. Her research explores topics such as translanguaging, resistant pedagogies, and the role of 'chisme' (gossip) as a literacy tool for marginalized girls. She has received awards including the Cultivating New Voices Fellowship (NCTE) and AERA Minority Dissertation Fellowship. Awards: Cultivating New Voices Fellow (NCTE), AERA Minority Dissertation Fellowship Research Focus: Bilingual education, sociopolitical navigation, community literacies Teaching: Prepares bilingual teachers to integrate homeplace knowledge into curricula Her recent publications analyze Latinx youth agency, linguistic expertise, and feminist pedagogies, with a focus on creating equitable educational spaces for communities of color. She collaborates with after-school programs and pre-service teachers to reimagine literacy and leadership frameworks.

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Robin E. Harveyمشاهده پروفایل

دانشیار بالینی

New York UniversityUnited States

Dr. Robin E. Harvey is a Clinical Associate Professor of TESOL, Bilingual, and World Language Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She serves as Director of NYU’s Project for Developing Chinese Language Teachers (DCLT) and previously led the StarTalk Immersion Training Program for Teachers of Chinese (K-6). She contributed to NYU Steinhardt-NYU Shanghai’s joint MA TESOL program as Co-Director and instructor. Harvey has experience as a middle school Mandarin teacher in New York and children’s English teacher in Taiwan, and founded Greenwich Village Chinese (西村中文), an afterschool program for Mandarin learners. Her research focuses on Chinese language teacher education, bilingual/immersion pedagogy, early childhood literacy, and global teaching approaches. Notable works include co-authoring Rhythms and Tones: Inventive Songs & Chants for Learning Chinese and contributing to Asia Society’s Chinese Early Language Immersion Network (CELIN). She also holds a leadership role in the Chinese Language Teachers Association of Greater New York (CLTA-GNY). Publications highlight themes such as translanguaging in Mandarin immersion, digital tools in literacy development, and preschool curriculum frameworks. Her work bridges theory and practice, emphasizing culturally responsive pedagogy and teacher leadership. Harvey’s initiatives aim to strengthen Chinese language education globally through teacher training and program design.

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Michael J. Kiefferمشاهده پروفایل

استاد

New York UniversityUnited States

Michael J. Kieffer is a Professor of Literacy Education at New York University’s Steinhardt School of Culture, Education, and Human Development. His research focuses on language and literacy development for linguistically diverse students, particularly multilingual learners in urban schools. He has published over 50 articles and secured significant grants, including a $1.4 million IES grant for a study on heterogeneous grouping’s impact on English learners. He leads the Center for the Success of English Learners (IES-funded) and co-directs NYU’s IES-funded Predoctoral Interdisciplinary Training program. Dr. Kieffer’s work emphasizes interdisciplinary collaboration, spanning developmental psychology, applied statistics, special education, and policy. His research has been funded by the Institute of Education Sciences (IES), Spencer Foundation, American Educational Research Association, and International Reading Association. He advocates for policies and instructional practices that enhance access to the general curriculum for secondary English learners. Key research interests include the effects of classroom composition, academic vocabulary instruction, and the role of supportive relationships in academic success. He has explored longitudinal reading development, morphological awareness, and the intersection of executive functions with literacy skills in bilingual adolescents. Dr. Kieffer has received awards from the American Educational Research Association and International Reading Association. His current projects include evaluating algebra curricula for English learners and analyzing system-level practices affecting their educational outcomes. He collaborates with policymakers to translate research into actionable strategies for schools and districts.

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Kristy Robinsonمشاهده پروفایل

دانشیار

McGill UniversityCanada

Kristy Robinson is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University , where she investigates classroom teaching practices and contextual factors that enhance student motivation and wellbeing. Her research program focuses on creating theoretical and empirical frameworks to support equitable instructional strategies for students' goal achievement. SSHRC-funded researcher FQRSC grant recipient Key Research Areas Motivational climate theory Expectancy-value-cost models STEM education equity Self-determination theory Emotion dynamics in learning Awards & Recognition Canadian Psychological Society President's New Researcher Award AERA Division C Outstanding Early Career Scholar AERA Motivation SIG Wilbert C. McKeachie Early Career Award Top-Producing Educational Psychology Scholar (2024) Research Platforms Director of MILES Lab (Motivation, Instructional, and Learning Experience Study) Developer of "mFlip" flipped classroom framework

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Jennifer L. Skeemمشاهده پروفایل

استاد

University of California, BerkeleyUnited States

Professor Jennifer L. Skeem is a distinguished Professor of Social Welfare and Public Policy at the University of California, Berkeley, where she directs the Risk Resilience lab. Her work bridges behavioral science and criminal justice, focusing on violence prevention, decision-making within justice systems, and equitable justice reform. She has established herself as a leading expert in risk assessment, mental health policy, and interventions for justice-involved populations. Her research interests span three interconnected domains: Promoting Safety and Wellbeing through improved violence prediction and prevention; Transforming Services and Supervision by analyzing justice system decisions and identifying effective supervision and treatment approaches; and Reducing Inequality by studying how institutional responses to crime deepen disparities and developing evidence-based solutions. She has pioneered innovative correctional services for people with mental illness and developed the videogame-supported afterschool program Playing for Change to prevent aggression among at-risk youth. An analysis of her recent publications reveals a consistent focus on addressing racial disparities in criminal justice, particularly in pretrial detention and risk assessment. Her work increasingly integrates data science methods with behavioral science to develop more accurate prediction models while ensuring fairness. She has made significant contributions to understanding how environmental factors influence violence in institutional settings and how prosocial identity can serve as a target for youth justice interventions. Scientific Awards: 2025-26 Faculty Research Award by UC Berkeley's Institute for Research on Labor and Employment (IRLE) Gold at the 2024 Serious Play Awards for un-TILTED! game Past President of the American Psychology-Law Society Member of the MacArthur Foundation Research Network on Mandated Community Treatment Professor Skeem has delivered congressional briefings on violence prevention and consults with local and federal agencies on criminal justice reform. Her lab currently manages multiple significant projects including Playing for Change (funded by Arnold Ventures), psychiatric hospital safety initiatives (funded by the California Department of State Hospitals), and pretrial reform research (in partnership with Pretrial and Probation Services). She has mentored numerous students who have gone on to become researchers and practitioners in criminal justice and social welfare fields. The Risk Resilience lab, under her leadership, has established strong partnerships with the California Department of State Hospitals, Seneca's Unconditional Education Program, Bay Area schools, and federal judicial entities. The lab operates with a mission to 'build resilience, reduce risk, promote justice' through interdisciplinary research that directly informs policy and practice.

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Matt Sakakeenyمشاهده پروفایل

دانشیار

Tulane UniversityUnited States

Matt Sakakeeny is the Department Chair and Associate Professor of Music at the Newcomb Department of Music, Tulane University. He holds a Ph.D. in Ethnomusicology from Columbia University (2008). His research examines intersections of music, sound, and structures of inequality, particularly anti-Black racism in New Orleans. Key projects include studies of brass bands, afterschool programs like The Roots of Music, and collaborations on documentaries such as Rudiments . His work bridges ethnomusicology, sound studies, and cultural anthropology, with notable publications including Roll With It: Brass Bands in the Streets of New Orleans (2013) and co-edited volumes like Keywords in Sound (2015). He teaches courses on New Orleans music, sound studies, and the politics of cultural expression. Recipient of fellowships from the National Humanities Center (2023) and Spencer Foundation (2018), Sakakeeny also serves on nonprofit boards and actively engages in community-based research. His recent work critiques liberal frameworks in music studies and explores sonic dimensions of social justice.

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Sharon Childsمشاهده پروفایل

استاد آموزشی

Pennsylvania State UniversityUnited States

Sharon Childs serves as Teaching Professor of Applied Linguistics at The Pennsylvania State University, holding key administrative roles including Chair of the M.A. TESL Program and Program Director for the TESOL Minor. Her work spans teaching, research, and leadership within the Department of Applied Linguistics. Her research focuses on Language Teacher Cognition and Education, particularly L2 teacher learning from a Vygotskian sociocultural perspective. She investigates how novice teachers develop expertise and the role of context in shaping teaching practices, with additional interests in online language instruction and teacher professional development. Professor Childs teaches undergraduate and graduate courses such as Teaching American English Pronunciation (APLNG410), Theory: Second Language Acquisition (APLNG491), and Practice Teaching in ESL (APLNG500). She has extensive experience in the International Teaching Assistants program and previously directed the Online Graduate Certificate in TESOL. She leads significant collaborative projects including an international virtual exchange through Penn State’s EDGE initiative, funded by the American Councils for International Education, connecting Penn State STEM faculty with institutions across Central Asia. Her scholarly contributions feature the co-authored book Praxis-oriented Pedagogy for Novice L2 Teachers (2022) and multiple publications on teacher reasoning and development. Mentoring undergraduate and master's students is central to her service, alongside program development for TESOL education. Her international partnerships foster cross-cultural educational exchanges that advance language teaching methodologies globally while addressing decolonial approaches in immersion contexts.

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Shanyce L. Campbellمشاهده پروفایل

دانشیار

University of PittsburghUnited States

Dr. Shanyce L. Campbell is an Associate Professor in the Department of Educational Foundations, Organizations, and Policy at the University of Pittsburgh's School of Education. Her work focuses on equitable educational opportunities for students of color, critical quantitative methods, and transformative education policy. She holds a Ph.D. in Public Policy from the University of North Carolina at Chapel Hill and completed postdoctoral work at the University of Michigan. Dr. Campbell is a co-founder of the Quant4What Collective, advocating for anti-racist quantitative research. Her research has been recognized with awards such as the NAEd/Spencer Postdoctoral Fellowship and the Palmer O. Johnson Memorial Award. Education: Bachelor of Science (summa cum laude) in Accounting from North Carolina A&T State University (2004); Ph.D. in Public Policy from UNC Chapel Hill (2014); postdoctoral fellowship at University of Michigan (2014-2017). Research Interests: Policies influencing access to learning for marginalized students, critical quantitative methods as a liberatory tool, teacher evaluation systems, and equity in education. Grants: Co-Principal Investigator on projects totaling over $2.5 million, including Spencer Foundation grants and Heinz Endowments funding. Recent initiatives include justice-centered interventions for Black youth in Pittsburgh and studies on racial dispositions in schools. Awards: Palmer O. Johnson Memorial Award (2019), NAEd/Spencer Fellowship (2019-2020), and recognition as the first Black doctoral graduate in UNC's Public Policy department (2014). Labs/Teams: Co-Director of the Justice Scholars Institute and member of the Quant4What Collective. Active in professional service, including AERA's Critical Educators for Social Justice SIG and editorial roles for journals focused on equity and critical quantitative approaches.

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Melissa L. Whitsonمشاهده پروفایل

استاد مدعو

Yale UniversityUnited States

Melissa L. Whitson is an Associate Professor Adjunct in Psychiatry at Yale School of Medicine and an Assistant Professor of Psychology at the University of New Haven since 2010. She holds a PhD in Counseling Psychology from Columbia University (2008) and completed a postdoctoral fellowship in Community Psychology at Yale University. Her work focuses on trauma-informed care, community resilience, and mental health equity for children, families, and underserved populations. Her research explores the impact of adverse childhood experiences (ACEs), trauma interventions in school and community settings, and the role of parenting stress in child mental health outcomes. She has led evaluations of programs addressing trauma in youth, including EMDR treatment and afterschool music initiatives. Whitson collaborates widely, with frequent co-authors including Joy Kaufman and Jacob Tebes. Key affiliations include the Connecticut Mental Health Center and The Consultation Center. She is licensed as a clinical psychologist in Connecticut and actively contributes to translational research aimed at building resilient communities through trauma-informed practices.

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