جست‌وجوی استاد و پژوهشگر

Steven Alvarezمشاهده پروفایل

استادیار

• Literacy Studies
• Composition and Rhetoric
• Ethnography
• +۴ مورد دیگر

Steven Alvarez is an Assistant Professor of English at St. John's College of Liberal Arts and Sciences, St. John's University, where he coordinates the first-year writing program. He holds a PhD and MPhil from The Graduate Center of the City University of New York (2012, 2009) and a BA from the University of Arizona (2003). His research focuses on literacy studies, bilingual education, and the experiences of Mexican immigrant communities. He teaches courses in autobiographical writing, ethnographic methods, and 'taco literacy,' exploring Mexican immigrant foodways. His work emphasizes translanguaging practices and community-based literacy initiatives. Alvarez is the author of two academic books: Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (2017) and Community Literacies en Confianza (2017), as well as three poetry collections, including the award-winning The Codex Mojaodicus (2016). His research has been published in journals like Community Literacy Journal , Equity & Excellence in Education , and Language Arts . Alvarez’s work bridges creative writing and academic scholarship, often centering marginalized voices. He collaborates with bilingual communities in Kentucky and New York, advocating for culturally responsive pedagogies. His recent work examines translingual literacies, emergent bilingual learners, and the role of libraries in immigrant integration. Honors include the 2016 Fence Modern Poets Prize. He actively engages in public scholarship, such as his 'taco literacy' courses, which use food as a lens for cultural analysis.

Dee Rutgersمشاهده پروفایل

پژوهشگر ارشد

• Bi/multilingualism in education
• Content and Language Integrated Learning (CLIL)
• Teacher professional development
• +۳ مورد دیگر

Dr. Dee Rutgers is a Research Fellow at the Sheffield Institute of Education Research and Knowledge Exchange (SIRKE), Sheffield Hallam University, since January 2022. She holds a PhD in Education from the University of Cambridge (2014), with research focused on bilingual education and Content and Language Integrated Learning (CLIL). Her expertise spans multilingualism in education, teacher professional development, and mixed-methods research. She has conducted studies across the Netherlands, Ecuador, the US, and the UK, addressing cognitive, psychological, and social implications of multilingualism. Education: PhD in Education (Cambridge, 2014), MPhil in Second Language Education (Cambridge), MA in Renaissance/Romantic Literature (Liverpool), MA in English Language and Culture (Groningen). Professional Experience: Postdoctoral roles at Cambridge University’s PEDAL Centre and MEITS project, Visiting Research Scholar at University of Florida, and teaching at Universidad de Las Américas (Ecuador). Research Interests: Multilingualism in education, CLIL methodologies, teacher training, and evidence-based policy. Her current projects include Education Endowment Foundation initiatives, DfE evaluations, and Wellcome Trust collaborations. She emphasizes the cognitive benefits of multilingualism and the design of effective professional development programs. Recent Contributions: Authored/co-authored over 15 peer-reviewed articles and reports, including works on multilingual identity development, CLIL implementation in Ireland, and teacher language awareness. Active in international conferences such as World CLIL 2025 and the British Educational Research Association. Teaching & Supervision: Contributes to MA TESOL programs and supervises doctoral students in languages education. Teaches modules on multilingualism and language pedagogy.

Meghann Peaceمشاهده پروفایل

دانشیار

• Heritage Language Learning
• Spanish Dialect Contact
• Spanglish
• +۳ مورد دیگر

Meghann Peace, Ph.D., is an Associate Professor of Spanish in the Department of Languages at St. Mary’s University. She specializes in heritage language acquisition, Spanish dialects, and Spanglish. Research examines identity negotiation among Mexican-American students, dialect contact in study abroad, and critical pedagogy. Articles focus on sociolinguistic justice and community-based language reclamation. She developed the innovative course 'Spanish for Immigration, Human Rights and Community Engagement' and is a frequent media commentator on Spanglish.

Adam Weissمشاهده پروفایل

دانشیار

• Bilingual Education Administration
• ESL Education Administration
• Career and Technical Education
• +۳ مورد دیگر

Adam Weiss is an Associate Professor of Education in the Department of Education within the Terry B. Rogers College of Education and Social Sciences at West Texas A&M University (WTAMU), where he has served since 2018. His academic background includes: Bachelor of Arts in Political Science and Spanish from Duke University Master of Arts in Educational Administration with concentration in dual language program administration from Vanderbilt University Doctorate of Education (Ed.D.) in Educational Administration and Policy from Vanderbilt University Dr. Weiss specializes in bilingual/ESL program administration across U.S. and international contexts, with significant research on career technical education pathways that enhance college and career readiness in urban school settings. His doctoral capstone investigated Career Academies in Birmingham, Alabama, reflecting his focus on practical educational frameworks that bridge academic and workforce development. Prior to joining WTAMU, he accumulated nine years of experience as an elementary bilingual teacher in Arlington, Texas, complemented by six years teaching adult ESL and GED preparation courses within Arlington ISD. This extensive frontline teaching background directly informs his current instructional approach in undergraduate and graduate courses covering educational foundations, language development, and ESL education methodologies.

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.

Debra Titoneمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Bilingualism
• Language Processing
• +۳ مورد دیگر

Debra Titone is a Professor and Canada Research Chair in Language & Multilingualism (Tier I) at McGill University's Department of Psychology, Faculty of Science. Her research focuses on bilingualism, cognitive neuroscience, and behavioral neuroscience, examining how bilingual experiences influence language processing, cognitive control, and brain function across lifespan. She employs methodologies like eye-tracking, neuroimaging, and social network analysis to address questions about language ambiguity, executive function, and sociolinguistic factors affecting language use. Her research interests span figurative language comprehension, neurodevelopmental and neuropsychological conditions (e.g., schizophrenia, dyslexia), and the impact of multilingual environments on cognition. She leads the McGill Language and Multilingualism Laboratory, fostering interdisciplinary approaches to understanding language in diverse contexts. Key findings include the role of bilingualism in modifying brain connectivity and cognitive resilience. Scientific Awards: Canada Research Chair in Language & Multilingualism (Tier I) Advising & Grants: Guided graduate and undergraduate trainees in experimental studies, including Palma, Gullifer, and Tiv. Focuses on grants related to bilingual cognition, aging, and clinical applications. Labs/Teams: McGill Language and Multilingualism Laboratory.

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.

Sarah E MacPhersonمشاهده پروفایل

استاد

• Frontal Lobe Functions
• Healthy Ageing
• Neurodegenerative Disorders
• +۳ مورد دیگر

Sarah E MacPherson is a Professor of Cognitive Neuropsychology at the University of Edinburgh, holding a Personal Chair in the Department of Psychology. She is affiliated with the School of Philosophy, Psychology and Language Sciences and Edinburgh Neuroscience. Her research focuses on frontal lobe functions in aging and neurodegenerative disorders, particularly examining memory, executive functions, and social cognition. Education: PhD in Psychology, University of Aberdeen (2001) MA (Hons) Psychology, University of Aberdeen (1998) Research & Teaching: Dr. MacPherson supervises current PhD students and has held roles such as Undergraduate Director of Teaching and Programme Director for the MSc in Human Cognitive Neuropsychology. She has contributed to over 190 publications and 18 research projects, including the GRASP initiative exploring social pragmatics in aging and collaborative learning studies. Her work integrates virtual reality (VR) for neuropsychological assessments, notably the Virtual Reality Everyday Assessment Lab (VR-EAL). Awards & Roles: She serves on editorial boards for journals like Cortex , chairs international conferences, and holds external positions at Canterbury Christ Church University. Her research has received funding from UKRI, Leverhulme Trust, and other bodies. Key Projects: Current grants include the GRASP initiative (social pragmatics in aging) and I'm Still Learning (collaborative learning in older adults). She investigates barriers in socio-cognitive assessment for neurocognitive disorders and explores technological advancements in clinical testing. Labs & Collaborations: Leads the VR-EAL development, collaborating internationally on social cognition assessment tools like the Edinburgh Social Cognition Test (ESCoT). Her work bridges cognitive neuroscience, clinical practice, and aging research.

Laurel Perkinsمشاهده پروفایل

استادیار

• First Language Acquisition
• Syntax and Semantics Acquisition
• Computational Cognitive Modeling
• +۳ مورد دیگر

Laurel Perkins is an Assistant Professor in the Department of Linguistics at UCLA. She investigates first language acquisition processes, focusing on infants' syntactic and semantic comprehension using computational and experimental methods. Her work emphasizes how children leverage prior linguistic knowledge to process noisy input during grammar development. Perkins holds a PhD from the University of Maryland (2019) and previously conducted postdoctoral research at the Laboratoire de Sciences Cognitives et Psycholinguistique (ENS Paris). She leads research in the UCLA Language Acquisition Lab. Education PhD in Linguistics, University of Maryland, 2019 (Advisor: Jeffrey Lidz) Postdoctoral Fellowship, Laboratoire de Sciences Cognitives et Psycholinguistique, 2019–2022 Research Interests Noise-tolerant syntax learning mechanisms Non-local syntactic dependency acquisition in infancy Syntax-semantics bootstrapping in early verb learning Computational modeling of grammatical development Her research synthesizes behavioral experiments with formal computational models to explain how children construct grammars from imperfect input data. Recent work explores how infants represent syntactic structures like filler-gap dependencies and how visual perception interacts with linguistic learning. Awards & Grants None explicitly listed in provided texts. Lab Affiliations UCLA Language Acquisition Lab

• Developmental Psychology
• Neuroscience
• Cognitive Psychology
• +۳ مورد دیگر

Salomi Asaridou is a Lecturer at the University of Oxford's Department of Experimental Psychology and a Stipendiary Lecturer in Psychology at St Anne's College. She holds a PhD from the Max Planck Institute for Psycholinguistics and Donders Institute for Brain, Cognition and Behaviour, supported by a Max Planck Society fellowship. Her research focuses on individual variation in language learning and its neural correlates, particularly in children with developmental language disorder (DLD). She investigates how brain structure and function relate to language abilities in monolinguals, bilinguals, and clinical populations. Education: Bachelor’s in Psychology (Aristotle University of Thessaloniki) Master’s in Neuroscience and Education (Columbia University, Fulbright Scholar) PhD in Psycholinguistics (Max Planck Institute) Research Groups: Brain, Speech, & Language; MRC-funded BOLD study. Her work explores neural mechanisms underlying language disorders and brain reorganization in cases of congenital hemispheric defects. She has contributed to NIH-funded projects at the University of California, Irvine, and uses neuroimaging techniques to study cortical and subcortical structures in language development. Awards include the Fulbright Scholarship and Max Planck IMPRS Fellowship. Salomi teaches Experimental Design and Methods at Oxford and actively collaborates with interdisciplinary teams to advance understanding of language neurobiology.

Rita Safariantsمشاهده پروفایل

استادیار

• Soviet Cinema
• Post-Soviet Cinema
• Russian Literature
• +۶ مورد دیگر

Rita Safariants is an Assistant Professor of Russian in the Department of Modern Languages and Cultures at the University of Rochester, School of Arts & Sciences. She holds a PhD from Yale University. Her research focuses on late-Soviet/post-Soviet cinema, Russian literature, and the interplay between music, media, and cultural identity. She is completing a monograph on Soviet rock films and their role in Soviet collapse, and another project examining the KGB’s relationship with late-Soviet counterculture. Her scholarly work bridges film studies, musicology, and cultural history, with a particular emphasis on gender performance, adaptation of literary works, and the socio-political dimensions of rock music in authoritarian contexts. She teaches courses such as Russian Cinema after the Fall and Hipsters, Rebels and Rock Stars in Russian Literature and Culture. Her publications explore topics like rock music’s impact on Soviet film audiences, gender in Russian popular music, and Dostoevsky adaptations. Her research has been supported by prestigious fellowships, including the Andrew W. Mellon Postdoctoral Fellowship and grants from Vassar College. Education: PhD, Yale University Research Projects: Book: Soviet Rock on Screen: The Life, Death, and Resurrection of a Film Genre Book Project: The Bureaucracy of Rock-n-Roll: the KGB and Late-Soviet Counterculture Awards include the Dobro Slovo National Honor Society (2018) and the AAASS New England Graduate Student Essay Prize (2005-2006). Her work challenges traditional narratives of state-culture relations in late Soviet society.

Colby Hallمشاهده پروفایل

دانشیار

• Literacy Development
• Reading Comprehension
• Dyslexia Intervention
• +۳ مورد دیگر

Colby Hall serves as Associate Professor in the Department of Curriculum, Instruction & Special Education at the University of Virginia's School of Education and Human Development, where her research focuses on literacy development, assessment, and instruction for diverse learners. Education: Ph.D. in Education, University of Texas at Austin (2016) M.A. in Education, Teachers College, Columbia University (2007) A.B. in Education, Harvard University (2002) Her research program investigates evidence-based literacy instruction for elementary and middle-school students with or at risk for literacy-learning difficulties, with specialized expertise in inference instruction for reading comprehension, bilingual/multilingual literacy interventions, content-area text comprehension strategies, and technology-enhanced reading instruction. Hall employs rigorous methodological approaches to bridge research and practice in literacy education. Analysis of her 2021-2023 publications reveals consistent focus on meta-analytical approaches to reading interventions, teacher knowledge assessment tools, and culturally responsive adaptations for English learners and students with dyslexia. Her work demonstrates strong alignment with contemporary literacy research priorities emphasizing equity and evidence-based practice. Grant Leadership: Principal Investigator, "AERO ELs" project (Office of Special Education Programs) Principal Investigator, "Project LINK" (Institute of Education Sciences) Co-PI/Co-I on multiple U.S. Department of Education, NIH, and Virginia Department of Education projects Dr. Hall directs the Reading and Academic Development Research Group, which conducts intervention studies and professional development initiatives focused on improving literacy outcomes through teacher training and curriculum innovation.

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.

• Curriculum Studies
• Pedagogy
• Critical Theory
• +۵ مورد دیگر

Dr. Kevin Smith is a Senior Lecturer in Education at Cardiff University's School of Social Sciences. His research focuses on reconceptualist approaches to curriculum and pedagogy, emphasizing dynamic, socially constructed educational processes. He employs methods like currere (autobiographical reflection), narrative analysis, and critical discourse analysis to explore themes such as social justice, decolonization, and climate change in education. His work bridges critical theory, poststructuralism, and post-humanism, with a particular interest in Wales' educational landscape while engaging globally through research in Pacific nations like Tonga and Fiji. Smith's research themes include cultural studies, education policy, and the interplay between place and learning. He has contributed to the development of the Curriculum Cymreig, examining its impact on Welsh identity formation. His blog (blogs.cardiff.ac.uk/drkevinsmith) reflects on contemporary educational challenges, including anti-racist pedagogy and climate crisis responses. He holds a PhD and has taught internationally, combining academic rigor with outdoor activities like long-distance hiking that inform his thinking on place and experiential learning. His external affiliations include ORCID and social media engagement, reflecting a commitment to public scholarship.