جست‌وجوی استاد و پژوهشگر

Razak K. Dwomohمشاهده پروفایل

استادیار

• Civic Readiness
• Inquiry-Based Learning
• Teacher Preparation
• +۱۲ مورد دیگر

Razak K. Dwomoh is an Assistant Professor in the Department of Curriculum and Instruction at Northern Illinois University's College of Education. His scholarly work centers on civic readiness, inquiry-based pedagogy, and equity in social studies education, with a focus on teacher preparation and culturally sustaining practices. Education: Ph.D., Curriculum and Instruction, Purdue University M.S. Ed., Elementary Education, Eastern Illinois University B.Ed., Social Science, University of Cape Coast His research explores how educators conceptualize and implement democratic citizenship, multicultural education, and equity in diverse classrooms. He investigates the intersection of language, identity, and civic engagement, particularly among emergent bilinguals and marginalized student populations. His work contributes to professional development models that support inclusive and socially just teaching practices. Recent publications reveal a strong focus on civic education, teacher perceptions, equity in STEM, and curriculum development in both U.S. and non-Western contexts such as Ghana. His scholarship employs qualitative methodologies and collaborative inquiry to understand educational challenges during crises and transitions. Scientific Awards: Holmes Scholar, Purdue, 2020–2023 Paper in 2023 edition of Purdue's InnovatED magazine, 2022 Boilers Work Internship Award, Purdue, 2022 AGSERS 2021 3MT Conference Presentation Award (2nd runner-up) Boiler Changemaker Award, Purdue, 2021 Hamand Society Scholar, Eastern Illinois University, 2019 Distinguished Student Award, Eastern Illinois University, 2019 Distinguished International Student Award, Eastern Illinois University, 2019 International Student of the Year Award, Eastern Illinois University, 2019 GSAC Scholar, Eastern Illinois University, 2019 Dwomoh has advised and collaborated with a cohort of graduate students and early-career researchers, contributing to multiple peer-reviewed publications and conference presentations. He has not explicitly listed grants, but his involvement in GK-12 and Holmes programs suggests participation in funded educational initiatives. His teaching includes courses such as Methods and Materials for Middle Level Social Science and Teaching Social Studies in Elementary School at the graduate level. He is actively involved in professional communities including AERA, AACTE, and ISSS, presenting research on civic readiness and teacher development. His work is grounded in critical theory and aims to transform educational practices to better serve diverse and democratic societies.

Frances K. Harperمشاهده پروفایل

دانشیار

• Mathematics Education
• Social Justice in Education
• Equity in STEM
• +۵ مورد دیگر

Frances K. Harper is an Associate Professor and Unit Head of Interdisciplinary Learning & Teaching at the University of Tennessee's College of Education, Health, and Human Sciences. Her research focuses on equity in mathematics education, emphasizing identity, power dynamics, and cultural relevance in teaching practices. NSF CAREER Grant (PLANAR): Centering Black and Latinx parents' voices in elementary mathematics education reform CRRAFT Partnership: Culturally relevant robotics and computational thinking in early childhood SEEK Initiative: Advancing STEM education in East Knoxville communities TEAM Teachers’ Circle: Supporting mathematics educators in Appalachian Tennessee Her work explores three key domains: curriculum adaptation to address power hierarchies, student identity negotiation in equity-focused classrooms, and family/community partnerships in educational reform. Recent publications analyze data visualization for social justice, cultural responsiveness in robotics education, and whiteness as a barrier to equitable pedagogy. Harper advocates for qualitative data methods that prioritize human stories, collaborating with parents on participatory action research while integrating arts-based approaches to humanize educational data. She maintains the solving world problems resource hub for equity-centered mathematics education.

Megan Bangمشاهده پروفایل

استاد

• Indigenous Education
• STEM Education
• Socio-Ecological Systems
• +۵ مورد دیگر

Megan Bang is the James E. Johnson Professor of Learning Sciences at Northwestern University’s School of Education and Social Policy (SESP) and Director of the Center for Native American and Indigenous Research. She focuses on dynamics of culture, learning, and development, particularly in creating equitable STEM education environments. Her work emphasizes Indigenous communities, socio-ecological systems, and justice-centered educational design. Education: PhD in Learning Sciences (Northwestern University, 2009), Political Science with Political Theory (Williams College, 1997). Research interests include Indigenous knowledge systems, equitable learning environments, and the intersection of culture, power, and historicity in education. She co-leads the 2024-25 One Book One Northwestern program and serves on boards like the National Academy of Sciences’ Board on Science Education. Awards include election to the American Academy of Arts and Sciences (2024), National Academy of Education (2021), and AERA Mid-Career Award (2023). Her work bridges theory and practice, emphasizing community co-design and family engagement. Labs/Teams: Leads research initiatives with Indigenous communities, such as robotics education and socio-ecological learning projects. Collaborates with the National Science Foundation and Spencer Foundation.

Derron Wallaceمشاهده پروفایل

دانشیار

• Sociology of Race and Ethnicity
• Sociology of Education
• Urban Education
• +۵ مورد دیگر

Derron Wallace is an Associate Professor of Sociology and Education at Brandeis University, holding the Jacob S. Potofsky Chair in Sociology. He specializes in the sociological study of race, ethnicity, and education, with a focus on structural and cultural inequalities affecting Black youth in urban schools across global cities like London and New York City. His research examines how cultural narratives and systemic barriers shape educational outcomes for marginalized communities. Wallace holds a BA (summa cum laude and Phi Beta Kappa) from Wheaton College and a PhD from the University of Cambridge, where he was a Marshall and Gates Cambridge Scholar. His work spans educational activism, policy, and research, including roles as Special Assistant to Rwanda’s Minister of Education and community organizing in London. His research interests center on racialized educational inequities, comparative and international education, and the African diaspora. He critiques deficit cultural theories that misattribute systemic issues to cultural deficiencies, arguing for structural solutions to racial injustice in schooling. His book The Culture Trap (Oxford University Press, 2023) challenges the overreliance on cultural explanations for Black students’ struggles. Wallace has received numerous accolades, including the Joyce Cain Award (2019) and Woodrow Wilson Fellowship (2018). His grant-funded projects explore topics like educational reparations and global racial justice. He advises students and mentors initiatives addressing intersectional inequality through education. His global fieldwork includes studies in Ethiopia, Rwanda, Jamaica, Thailand, and New York City, emphasizing transnational perspectives. He collaborates with marginalized groups, such as disabled youth in Rwanda and immigrant communities in London, to center their voices in educational research and policy.

Jennifer McGarryمشاهده پروفایل

استاد

• Sport Management
• Gender and Race in Sport
• Sport-Based Youth Development
• +۲ مورد دیگر

Jennifer McGarry is a Professor in the Department of Educational Leadership at the University of Connecticut's Neag School of Education. She serves as Executive Director of Husky Nutrition & Sport, a USDA-funded initiative combining nutrition education and sport-based youth development. Her PhD is from The Ohio State University in Sport Management. McGarry's research examines gender/race barriers in sports, qualitative methodologies, and youth physical activity. She founded Husky Sport in 2003, which now operates under a $4.5M USDA grant. Her work emphasizes community partnerships and equity in sport access. Recent publications analyze anti-racist research methods, diversity officers in athletics, and leadership models for adolescents. Her articles consistently advocate for inclusive, community-centered approaches to sport programming and policy reform.

Wahida Kentمشاهده پروفایل

مدرس ارشد

• Social work with children and families
• Disabled children
• Children with life-limiting conditions
• +۵ مورد دیگر

Dr. Wahida Kent is a Senior Lecturer in Social Work at Swansea University's School of Health and Social Care, part of the Faculty of Medicine, Health and Life Science. She qualified as a social worker in 1999 and has focused her practice on supporting children and families in Wales, particularly those with disabled children, BME backgrounds, or life-limiting conditions. Her PhD research at Cardiff University examined carers of BME children with life-limiting conditions. Recently, she contributed to Welsh Government guidelines for social workers supporting parents with learning disabilities in Public Law Outline processes. Teaching focuses on critical social work and legal frameworks, including modules like Legal Issues in Social Work and Critical Practice in Child Care . Her research emphasizes anti-racist practices, equity in healthcare for marginalized groups, and palliative care barriers. She currently supervises three PhD students exploring topics like autism advocacy, culturally sensitive care for Muslim families, and mental health inequalities. Dr. Kent is a basic Welsh speaker, active on Twitter (@WahidaKent), and maintains a Google Scholar profile. She collaborates with professionals and policymakers to address systemic inequities in social work and child welfare systems.

Josephine M. Kimمشاهده پروفایل

مدرس ارشد

• Adolescence/Adolescent Development
• Counseling and Mental Health
• Diversity, Equity, and Inclusion
• +۹ مورد دیگر

Josephine M. Kim is a Senior Lecturer on Education at Harvard University and former faculty director of the Office of Diversity and Inclusion at Harvard School of Dental Medicine. She is a licensed mental health counselor and affiliated faculty at the Center for Cross Cultural Student Emotional Wellness at Massachusetts General Hospital. Education: Ph.D., University of Virginia (2005) Her research focuses on cultural and racial identity development in youth, intergenerational trauma in immigrant families, mental health promotion in children and adolescents, intercultural understanding, and anti-racist pedagogy. She also specializes in designing equity-focused interventions for educational and organizational settings. Scientific Awards: The William Van Hoose Memorial Award (2005) Robert T. Canevari Scholarship (2004) The Buffett Fellowship Award (2004) Emerging Leaders Award (2003) Dr. Kim's publications emphasize self-esteem in education, cultural-specific counseling, and family therapy frameworks for Asian-American communities. She serves on multiple professional associations, including the National Board of Certified Counselors and the American Counseling Association, and is a sought-after expert in DEI initiatives and mental health across global institutions.

Shaneé A. Washingtonمشاهده پروفایل

استادیار

• Equity Studies
• Land-based and Indigenous methodologies
• Multicultural Education
• +۲ مورد دیگر

Shaneé A. Washington is an Assistant Professor of Justice and Equity in Teacher Education at the University of Washington, College of Education . Her work focuses on educational advocacy by Black, Indigenous, and People of the Global Majority (PGM), examining self-determination in learning environments through Indigenous methodologies and culturally sustaining pedagogies. Education: Ph.D. in Curriculum & Instruction (Boston College, 2019), M.Ed. in Education Leadership and Policy (University of Maryland, 2004), B.A. in Elementary Education (Lincoln University, 2000) Research Interests encompass equity studies , land-based methodologies , multicultural education , and qualitative research , with a focus on creating humanizing educational spaces through relational accountability and cultural revitalization. Recent publications analyze Indigenous family engagement, community-led liberation spaces, and cross-cultural collaborative professionalism. Scientific Awards include: 2023 Outstanding Reviewer (Honorable Mention), AERA Division K 2020 Outstanding Dissertation Awards from AERA Leadership for Social Justice SIG and Family-School-Community Partnership SIG 2019-2020 Martin Howell Outstanding Advisor Award 2018 Donald J. White Teaching Excellence Award 2018-2019 Lynch School Doctoral Dissertation Fellowship As Affiliate Faculty at the Banks Center for Educational Justice, she continues her 14-year legacy of teaching Black and Brown students in Prince George’s County, Maryland, and applies these experiences to her scholarly work.

Brittnie Aielloمشاهده پروفایل

استاد

• Criminology
• Criminal Justice
• Gender Studies
• +۳ مورد دیگر

Brittnie Aiello is a Professor in the Department of Criminology and Criminal Justice at Merrimack College, affiliated with the School of Education and Social Policy. Her research focuses on the intersection of motherhood and incarceration, particularly how maternal identity is impacted by and used as a tool of punishment within carceral systems. Education: Ph.D. in Sociology, University of Massachusetts Amherst M.A. in Sociology, University of Massachusetts Amherst B.A. in Sociology, Eckerd College Her work examines themes such as maternal stigma in jails, the role of correctional education programs, and the psychological and social impacts of incarceration on mothers and their families. Recent publications explore topics like inmate access to college courses, maternal identity negotiation, and the paradoxes of punishment vs. rehabilitation in carceral settings. No scientific awards are explicitly listed, though her research contributions to criminology and gender studies are notable. She advises no listed students but engages in collaborative correctional education initiatives with traditional students. Her work intersects with broader efforts to reform carceral policies through an intersectional lens. Her research often centers on marginalized voices, particularly incarcerated women, and advocates for systemic change in how motherhood intersects with criminal justice systems.

Jennifer Fosterمشاهده پروفایل

دانشیار

• Childhood Trauma
• Trauma-Informed Practices
• Anti-Racist School Counseling
• +۴ مورد دیگر

Dr. Jennifer Foster is an Associate Professor and Program Coordinator for the School Counseling Program at Western Michigan University's Department of Counselor Education and Counseling Psychology. She holds academic leadership roles including editorial board membership for Counseling and Values and serves on WMU's Institutional Review Board. With a Ph.D. from the University of Central Florida, Dr. Foster specializes in childhood trauma, trauma-informed practices, and anti-racist approaches in education. Her work emphasizes prevention of abuse, resilience-building, and culturally responsive interventions. Dr. Foster has authored over 25 peer-reviewed publications across journals such as Counselor Education and Supervision and Journal of Mental Health Counseling . Her research spans topics including trauma narratives, group interventions for survivors, and cross-cultural child protection strategies in India. Notable contributions include developing trauma-informed school programs and analyzing male experiences of sexual abuse through narrative analysis. Education: Ph.D., Counselor Education, University of Central Florida M.S., Counseling, Palm Beach Atlantic University B.A., Psychology, Cedarville University Her awards reflect recognition for both scholarship and advocacy, including the Journal for Specialist in Group Work Research Article of the Year (2019) and College of Education Multicultural Advocate Award (2019). Dr. Foster's community engagement includes consulting for trauma recovery programs and advising on trauma-informed school policies. She has secured $15,000+ in research grants exploring child abuse prevention in international contexts. Her work uniquely integrates creativity and spirituality in counseling practices, demonstrating how artistic expression can aid trauma recovery. Current projects focus on building anti-racist frameworks in school counseling to address systemic inequities affecting vulnerable youth.

Darius Greenمشاهده پروفایل

استادیار

• Social Justice in Counseling
• Multicultural Counseling
• Race-Based Trauma
• +۵ مورد دیگر

Darius Green, PhD is an Assistant Professor in the Department of Counseling and Human Services at the University of Colorado Colorado Springs (UCCS). He holds a Ph.D. in Counselor Education from James Madison University. His research focuses on integrating social justice and multiculturalism into counseling practices, addressing systemic issues like police violence, race-based trauma, cyber racism, and substance use interventions. Key research themes include: Racial trauma and vicarious traumatization from police violence Cyber racism in digital counseling spaces Abolitionist approaches to substance use treatment Decolonization of counseling practices Recent publications (2020-2024) emphasize: Historical analysis of Black males' counseling experiences Crisis counseling during social justice movements Counselor training for racial equity No academic awards listed. His clinical experience includes trauma-informed counseling for substance use, domestic violence, and marginalized communities. Office: Columbine Hall 3009 | Phone: (719) 255-4963

Emily Taylorمشاهده پروفایل

مدرس ارشد

• Clinical Psychology
• Developmental Psychopathology
• Child and Adolescent Mental Health
• +۴ مورد دیگر

Emily Taylor is a Senior Lecturer in Clinical Psychology and Dean of Quality Assurance and Curriculum Validation at the University of Edinburgh's College of Arts, Humanities and Social Sciences. Her roles include overseeing academic programs, leading quality improvement initiatives, and contributing to Senate committees. She holds additional affiliations with the Chartered Psychologist (Healthcare Professions Council), Senior Fellow of Advance HE, and the British Psychological Society. Education qualifications include a PGDip in Digital Education (2018), DClinPsychol (2002), and MA(Hons) Psychology (1998). Her teaching spans MSc Psychological Therapies, Clinical Psychology doctorates, and online courses like Trauma and Resilience in a Developmental Context . She previously directed learning and teaching for the School of Health in Social Science and led pandemic-era online education transitions. Research focuses on adolescent psychopathology, resilience in care-experienced youth, and trauma-informed interventions. Key projects include the Scaffolding the System initiative (analyzing foster carer needs), FAAST project (foetal alcohol assessment training), and evaluations of neuro-trauma training for childcare workers. She co-founded the CAMHR Centre and CAREHub research networks, supporting over 10 grant proposals. Publications span 40+ peer-reviewed articles on topics like kinship care dynamics, trauma-focused therapies, and mental health in LMICs. She actively reviews for journals including Child & Family Social Work and Journal of Family Violence . Current affiliations include Scotland's National Confidential Forum and the LIMITLESS II feasibility study steering group.

Lauren J. Silverمشاهده پروفایل

دانشیار

• Urban Education
• Child Welfare
• Juvenile Justice
• +۵ مورد دیگر

Lauren J. Silver is Associate Professor of Childhood Studies at Rutgers University - Camden , affiliated with the Center for Urban Research and Education and the Institute for the Study of Global Racial Justice. A feminist ethnographer, her work bridges abolitionist praxis , queer kinship , and transformative childhood studies , focusing on youth marginalized by structural violence. Education : Ph.D. in Education, Culture, and Society (2007), M.S. in Education (2001), B.A. in Cultural Anthropology (1998). Her research interrogates urban education systems , child welfare bureaucracy , and juvenile justice through ethnographic and autoethnographic lenses. She advocates for boundary-spanning methodologies that connect youth experiences with academic inquiry, emphasizing critical race theory and gender equity . Recent publications highlight trends in transformative childhood studies and systemic oppression , with subfields spanning urban youth development , policy silos , and resilience narratives . Her scholarship has been recognized with multiple Rutgers teaching and research awards and NSF grants . Scientific awards include: Rutgers Presidential Fellowship for Teaching Excellence (2015) Chancellor’s Award for Civic Engagement (2014) NSF RU FAIR ADVANCE Travel Award (2012) Advising and grants reflect her commitment to undergraduate research mentorship and urban youth civic projects , funded by institutions like Rutgers and NSF. Community work involves The Monkey & The Elephant (2015-present), designing programs for former foster youth. Her art practice as a mixed-media assemblage artist complements academic work, focusing on freedom and healing through salvaged materials.

Wei Panمشاهده پروفایل

دانشیار

• Causal inference and propensity score analysis
• Multilevel, longitudinal, and structural modeling
• Research synthesis and meta-analysis
• +۳ مورد دیگر

Dr. Wei Pan serves as Associate Professor and Faculty Lead for the Research Area of Excellence in Methods and Analytics at Duke University School of Nursing. He holds a PhD in Measurement and Quantitative Methods from Michigan State University (2001) and an MS in Statistics from Fuzhou University, China (1989). His educational credentials include: PhD in Measurement and Quantitative Methods, Michigan State University, 2001 MS in Statistics, Fuzhou University, China, 1989 Dr. Pan specializes in advanced statistical methodologies including causal inference, propensity score analysis, multilevel modeling, and meta-analysis. His research bridges methodological innovation with critical applications in adolescent health, substance abuse, symptom management, and health disparities. He has developed significant expertise in reducing selection bias in observational studies, as evidenced by his book Propensity Score Analysis: Fundamentals and Developments . His work consistently addresses measurement challenges in social, behavioral, and health sciences contexts. Analysis of Dr. Pan's recent publications (2024-2025) reveals a dominant focus on health equity and methodological rigor. His work spans sickle cell disease management, HIV outcomes in global contexts, adolescent mental health, and systemic biases in healthcare delivery. He frequently employs latent profile analysis, meta-analytic techniques, and causal modeling to investigate complex phenomena like nurse burnout during emergencies, digital media impacts on cognition, and racial disparities in anesthesia. His research demonstrates strong alignment with NIH-funded priorities in health services and implementation science. Dr. Pan has secured continuous funding from major federal agencies including the National Institutes of Health (NIH), National Science Foundation (NSF), and U.S. Department of Education. His collaborative projects emphasize interdisciplinary approaches to chronic disease management, healthcare transitions, and mental health equity. While no formal students are listed in his directory, his methodological expertise supports numerous trainees through the PhD in Nursing and Doctor of Nursing Practice programs at Duke.

• Language ideologies
• Sociopolitical contexts of education
• Multilingual learners
• +۷ مورد دیگر

Dr. Wenyang Sun is an Assistant Professor in the Department of Education, Culture & Society and affiliate faculty at the Asia Center at the University of Utah since 2020. Her work bridges language education , critical race theory , and transnationalism to address equity in multilingual learning environments. Education : Bachelor of Economics, Zhejiang University (2011) Bachelor of Arts, Zhejiang University (2011) Master of Education, Vanderbilt University (2013) PhD in Cultural Studies and Literacies, University of North Carolina at Chapel Hill (2020) Research Interests : Dr. Sun examines how sociopolitical forces shape language education for Asian/Asian American communities, with a focus on raciolinguistic ideologies , critical consciousness , and neoliberalism in bilingual programs . She applies AsianCrit and Critical Race Theory to analyze teacher identity, heritage language preservation, and anti-racist pedagogies. Publication Trends : Her recent work (2022–2025) analyzes Dual Language Bilingual Education (DLBE) programs through transnational and critical lenses , addressing racial barriers in teacher practices, immigrant family agency, and curriculum reform. Earlier studies (2017–2021) focus on heritage language textbooks , immigrant student integration , and global English education policies . Grants : Principal investigator for the U.S. Department of Education: National Professional Development Grant (APEX) (2021–2026), aimed at supporting multilingual educators. Teaching : Dr. Sun has taught courses including: Language and Identity Heritage/Community Language Education Foundations of Bilingual/Biliteracy Education Instructional Methods for Linguistically Diverse Populations