Keitha-Gail Martin-Kerr serves as Associate Professor and Department Associate Chair in the Department of Curriculum and Instruction at the University of Minnesota's College of Education and Human Development. A queer Black immigrant from Jamaica, she centers her work on resistance to normativity and anti-oppressive pedagogy across elementary and teacher education contexts, with research intersecting racial justice, queerness, and collective memory work. Education PhD in Curriculum and Instruction, University of Minnesota MA, Touro College MS, City University of New York BA, Northern Caribbean University, Jamaica Her scholarship employs critical phenomenology and feminist methodology to advance healing justice, anti-oppressive pedagogies, and mentoring for equity. She investigates literacy coaching through decolonial lenses and develops collective leadership frameworks that center Black and queer experiences in educational spaces, drawing from her identity as a Black immigrant scholar. Analysis of her 12 publications (2018-2025) reveals consistent thematic focus on queer pedagogy, decolonizing practices, and innovative methodologies like post-intentional phenomenology. Her work spans Jamaica, Guyana, and U.S. contexts, addressing teacher education through critical colonial consciousness while amplifying marginalized voices in elementary literacy and curriculum development. Scientific Awards No specific awards were documented in the provided information. Advising and Grants Dr. Martin-Kerr emphasizes collaborative mentoring, supporting students in research co-creation and conference presentations. She leads the Jamaica Exchange in Teaching Program (JET), a sponsored initiative fostering international teacher development through Minnesota-Jamaica partnerships, while advocating for transparent communication and identity-affirming guidance in doctoral supervision. Labs and Teams As JET program director, she coordinates cross-cultural exchanges that build equity-minded teaching practices through co-created professional development, connecting Minnesota educators with Jamaican counterparts to address colonial legacies in teacher preparation.
جستوجوی استاد و پژوهشگر
استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشیتان را پیدا کنید و با او ارتباط بگیرید.
نمایش ۷۲۱-۷۳۵ از ۸٬۵۶۳ استاد راهنما
اطلاعات این پروفایلها از صفحات عمومی دانشگاهها جمعآوری شده و ممکن است بهروز نباشد.
Mr Max Andrews is an Associate Lecturer at the School of Human Movement and Nutrition Sciences , University of Queensland. He is concurrently pursuing doctoral research through The University of Queensland and Stanford University. His work bridges fundamental muscle physiology with practical injury prevention strategies to enhance human performance. Education : Bachelor of Exercise and Sport Sciences (First Class Honours), University of Queensland (2020) Research Interests : Max’s research focuses on eccentric training and muscle adaptations to reduce hamstring injury risk , alongside exploring coach education and mechanisms to translate sports science into coaching practices . His doctoral work extends these themes, emphasizing biomechanics and performance optimization. Publication Trends : His recent publications highlight interdisciplinary research spanning biomechanics (hamstring injury prevention, cricket fast bowling), sports coaching (shared leadership in elite women’s cricket), and sports psychology (burnout and self-determination theory). These works demonstrate a consistent focus on integrating physiological insights with practical applications in sports settings. Teaching Roles : Max teaches undergraduate and postgraduate courses in sports science , developing the elite athlete , and sports technology and analytics , combining empirical research with pedagogical innovation.
Henrik Gustafsson is a Professor of Sports Science Research at Karlstad University , affiliated with the Department of Sport and Social Sciences . His research focuses on stress, recovery, and performance development in sports contexts, with specific emphasis on mindfulness, cognitive-behavioral approaches (CBT) , and fatigue in elite athletes . Current research explores burnout trajectories in adolescent athletes and spinal cord injury rehabilitation Key collaborations include experts in sports medicine, psychology, and education Research Interests cover: Athlete burnout and mental health Mindfulness applications in sports performance Psychophysiological stress markers Coach-athlete relationship dynamics Intervention sustainability and behavioral change Neurodiversity in athletic populations Recent publications analyze: Burnout prevention strategies Perfectionism in elite sports Psychosocial dropout predictors Rehabilitation through physical activity Cognitive interference under pressure Contact: henrik.gustafsson@kau.se
Ramon Spaaij is a Professor at Utrecht University's Faculty of Law, Economics and Governance , specifically within the School of Governance, Sport and Society unit. He is a leading scholar in the sociology of sport, focusing on social change, community development, and public health intersections. His research spans topics like: Positive youth development through sport Gender equality in sports organizations Radicalization in gaming communities Child protection in sports environments Ethical considerations in participatory research Recent work includes analyzing: 2024-2025 studies on informal sport's public health benefits 2024-2025 investigations into lone-actor terrorism dynamics 2024 research on youth-led activist approaches in sports studies 2025 systematic reviews of psychological violence in youth sports He has contributed to key debates around: Sport for development and peace programs Sport mega-events' social impacts Football fan culture and security governance Urban youth employability through sport Spaaij's methodological expertise includes: Mixed methods research Action research with community stakeholders Qualitative interviews and participatory methods Systematic literature reviews
David Schenaمشاهده پروفایل
استادیار
David Schena is an Assistant Professor in the Department of Psychology at Eastern Illinois University, specializing in autism spectrum disorders and neurodiverse transitions to adulthood. His research emphasizes skill development in self-advocacy, financial literacy, and daily living for autistic individuals. Education: Ph.D. in Applied Psychology and Prevention Science, University of Massachusetts Lowell (2023) M.S. in Applied Behavior Analysis, University of Massachusetts Lowell (2022) B.S. in Brain and Behavioral Science, Purdue University (2019) Research Focus: Dr. Schena's work centers on evidence-based interventions for neurodiverse populations, prioritizing participant perspectives in research design. His methodology integrates behavioral analysis with community-based participatory approaches to address gaps in adult transition support systems. Publication Trends: Recent publications (2020-2023) consistently address autism spectrum disorders through behavioral lenses, with recurring themes in adult transition challenges, self-advocacy training, and life-skills coaching. Collaborative work with Dr. Amy Hillier dominates his output, appearing in specialized journals like Journal of Applied Behavior Analysis and Advances in Autism , reflecting strong ties to clinical behavior analysis communities. Professional Engagement: Active in American Psychological Association Divisions 25 (Behavior Analysis) and 33 (Intellectual and Developmental Disabilities), plus the Association for Behavior Analysis International, demonstrating commitment to translating research into practical behavioral interventions.
Katie Slatteryمشاهده پروفایل
مدرس ارشد
Katie Slattery is a Senior Lecturer at the University of Technology Sydney's School of Sport, Exercise and Rehabilitation. She previously worked as a physiologist and performance scientist at the NSW Institute of Sport and served as coach of the endurance cycling squad. Education includes MSc in Electrical, Electronics and Communications Engineering from ETH Zurich (2023) and BSc from ETH Zurich (2020). Slattery's research focuses on optimizing endurance sports performance, particularly in cycling, through advanced monitoring of training loads, performance metrics, and fatigue management strategies. Her work integrates engineering approaches with sports science to develop evidence-based training methodologies. Publications demonstrate consistent focus on elite cycling performance optimization, with recent work examining training periodization models and evidence translation from research to coaching practice. While no major scientific awards are documented, she has secured multiple research grants including: QAS Collaborative Research Project on athlete profiling in swimming (2025-2028) AIS grant on coach strategies for athlete mental health (2023-2024) AIS grant on athlete characterization (2022-2025) Slattery mentors students in sport science programs and leads courses on exercise physiology and performance analysis. She serves on UTS's Human Research Ethics Committee. Through the UTS Sports Performance group, she collaborates on interdisciplinary research developing athlete monitoring systems and training optimization models.
Casey Ankenyمشاهده پروفایل
استاد آموزشی
Casey Ankeny is a Teaching Professor of Biomedical Engineering and Assistant Dean for Master’s Programs at Northwestern University’s McCormick School of Engineering. She holds additional roles as Associate Director of the Northwestern Center for Engineering Education Research and Director of the MS Program in Biomedical Engineering. Her research focuses on cyber-based student engagement strategies in biomedical engineering courses, standards-based grading, and improving student persistence in student-centered learning environments. Education: PhD in Biomedical Engineering from Georgia Institute of Technology and Emory University (Atlanta, GA), and a BS in Biomedical Engineering from the University of Virginia (Charlottesville, VA). Her research explores flipped classrooms, active learning pedagogies, and faculty development programs to enhance educational outcomes. Key areas include evidence-based instructional strategies (EBIS), formative feedback systems, and scaling faculty development initiatives across disciplines. She has contributed to studies on implicit gender biases in academic roles and student-centered learning efficacy. Publications reflect her emphasis on educational innovation, including works on virtual labs, standards-based grading, and interdisciplinary faculty training programs. Her work has been presented at the ASEE Annual Conference and Exposition, with notable contributions to understanding connections between classroom practices and student attitudes. As a leader in educational research, Ankeny oversees programs promoting active learning and has developed tools like web-enabled ‘muddiest point’ reflections to enhance student engagement. Her efforts aim to bridge research and practice in engineering education through scalable, evidence-driven approaches.
Michelle Albaugh is an Assistant Director of Coaching and Lecturer in the MS in Learning and Organizational Change (MSLOC) program at Northwestern University’s School of Education and Social Policy (SESP). She holds a PhD in Human Development & Social Policy from Northwestern (2014), an MA from the same program (2007), and a Bachelor of Music from DePaul University (1994). Her research focuses on life narratives at the intersection of personal faith and political ideology, employing narrative theory to explore differences between politically liberal and conservative Christians. She collaborates with prominent scholars like Dan McAdams, examining themes such as moral intuitions, religious coping, and identity formation. Albaugh’s career spans academia and industry: she transitioned from a decade in telecommunications (technical and client relationship roles) to full-time research in sociology, including work with Kathy Edin on the Fragile Families study. She now teaches MSLOC courses, advises Capstone projects, and co-facilitates the Organizational and Leadership Coaching Certificate (OLCC) Program. Her awards include a Spencer Foundation Research Grant (2005) and a Northwestern fellowship (2004). Beyond academia, she balances her work with family life as a mother of two.
Lucy M. Calkins is the Robinson Professor in Children's Literature and Director of the Literacy Specialist Program at Teachers College, Columbia University. She founded the Teachers College Reading and Writing Project (TCRWP), dedicated to fostering literacy skills in students through research, curriculum development, and collaborative partnerships with educators globally. Her work spans over 600 schools across the U.S. and internationally, emphasizing standards-aligned curricula and leadership development. Education: B.A. in Liberal Arts (Williams College), M.A. in Teaching Reading (University of Hartford), Ph.D. in English Education (NYU). Her research focuses on reading/writing pedagogy, curriculum design, and the role of children's literature in education. Notable publications include The Art of Teaching Reading and Pathways to the Common Core . Her writing emphasizes balancing fiction and nonfiction in literacy programs, advocating for 'real books' to engage young readers. She critiques overly prescriptive curricula while promoting teacher-led, inquiry-based approaches. The TCRWP supports schools through professional development, coaching, and resources like the Units of Study series.
Jessica Levetoمشاهده پروفایل
دانشیار
Jessica A. Leveto is an Associate Professor in the Department of Sociology and Criminology at Kent State University . As a sociologist and educator, her work bridges research, leadership, and systems-level innovation in higher education. Kent State University, Associate Professor of Sociology and Criminology Founder of Ph.D. Mamas academic community Board member of International Association of Maternal Action and Scholarship Education: Ph.D., Sociology - Kent State University (2012) M.A., Social Sciences - PennWest Edinboro (2005) Weatherhead Coaching Certificates - Case Western Reserve (2023-2024) Online Teaching Certificate - Kent State (2021) Research Interests: Dr. Leveto examines caregiving scholars' experiences and institutional adaptation. Her work focuses on structural redesign in academia to support neurodivergent learners, parenting students, and first-generation graduates. She applies design thinking and Scholarship of Teaching & Learning (SoTL) to create student-centered frameworks for retention. Recent Publications explore institutional support for parenting students, pandemic impacts on academic mothers, and neurodiverse youth integration. Her 2024 chapter in Making Colleges Supportive Spaces for Pregnant and Parenting Students has influenced national policy discussions. Scientific Awards: 2022 Faculty Fellow, Kent State Center for Teaching and Learning 2022 Platinum Teaching Recognition Award 2022 University Research Council Grant recipient 2020 Summer Teaching Development Grant recipient 2014 Honoree - Kent State Women’s Center Leadership & Impact: Dr. Leveto directs structural support initiatives for caregiving scholars and mentors emerging researchers on academic access. Through her IntegratEd Coaching & Consulting practice, she advises institutions on human-centered design principles and evidence-based coaching.
Michael P. Twohig is a Professor in the Combined Clinical/Counseling PhD specialization at Utah State University's Department of Psychology within the Emma Eccles Jones College of Education and Human Services. He specializes in developing evidence-based treatments for anxiety disorders, OCD, and body-focused repetitive behaviors like trichotillomania. His work emphasizes treatment mechanisms and behavioral approaches such as Acceptance and Commitment Therapy (ACT). Twohig holds degrees from the University of Wisconsin-Milwaukee (BA, MS) and the University of Nevada, Reno (PhD), with clinical training at the University of British Columbia Hospital. He co-directs the USU ACT Research Group, focusing on translational research and clinical innovation. Education: BA and MS in Behavior Analysis (UW-Milwaukee), PhD in Clinical Psychology (UNR), Clinical Internship (UBC Hospital). Research Interests: Treatment efficacy evaluation, mechanisms of action in therapies, ACT applications for anxiety/OCD, multicultural mental health, and pediatric hearing aid management. He explores interventions for eating disorders, substance abuse, and developmental disabilities through behavioral and cognitive frameworks. Publications and Grants: Over 50 peer-reviewed articles (2021–2025), books on ACT, and grants supporting telehealth and digital interventions. His work has been cited in systematic reviews and clinical handbooks. Labs/Teams: Co-leads the USU ACT Research Group, advancing ACT-based treatments and training clinicians globally. He mentors students via a 'junior colleague' approach, fostering collaborative research. Future Work: Planning to accept a new graduate student for Fall 2025, expanding ACT applications for chronic health conditions and cross-cultural mental health.
Audrey N. Hoffmanمشاهده پروفایل
استادیار
- Applied Behavior Analysis
- Challenging Behavior Assessment and Treatment
- Staff Training and Supervision
- +۷ مورد دیگر
Dr. Audrey N. Hoffman is an Assistant Professor in the Department of Special Education and Rehabilitation Counseling at Utah State University. She serves as Verified Course Sequence Coordinator for the MS in Applied Behavior Analysis (ABA) program and as Co-Director of the Behavior Support Services (BSS) within the Sorenson Center for Clinical Excellence. PhD in Disability Disciplines (ABA), Utah State University (2017) MS in Special Education (ABA), Utah State University (2014) BS in Psychology, Utah State University (2008) Her research focuses on behavior analysis across three domains: assessment and treatment of challenging behavior, staff training/supervision practices, and translational research on high-tech reinforcers. She specializes in clinical services for individuals with developmental disabilities using functional assessment and evidence-based interventions. Recent publications demonstrate expertise in MSWO preference assessments , token economy systems , and telehealth implementation . Her work appears in journals like Behavioral Interventions and Behavior Analysis in Practice , emphasizing practical applications in educational and residential settings. Delivers courses on single-case designs, functional assessment, supervision, and systems change Mentored 19 graduate students in behavior analysis and special education Licensed Behavior Analyst (2015) and Board Certified Behavior Analyst (Doctoral Level, 2014) Clinical and research work spans school, home, and clinical settings through BSS, focusing on sustainable behavior change and translational research methodologies.
Dr. Sheila Bennett is a Professor in the Department of Educational Studies at Brock University's Faculty of Education . With a career spanning classroom teaching, special education, and policy development, she focuses on inclusion, special education policy, and support systems for students with disabilities. Her research emphasizes pedagogical change, service integration, and the voices of students and families. Key works include Special Education in Ontario Schools (8th Ed.) and contributions to journals like Exceptionality Education International and International Journal of Inclusive Education . Dr. Bennett has secured significant funding, including SSHRC grants and partnerships with organizations like the Ontario Neurotrauma Foundation. Her projects address inclusive coaching models, policy implementation, and service delivery innovations. Notable collaborations include the Avon Maitland District School Board Inclusion Coaching Project and the Partnering for Change initiative. Her research highlights practical strategies for educators, such as the six ‘P’ coaching model and parent involvement in supporting students with intellectual disabilities. She advocates for systemic shifts in mindset and policy to foster inclusive environments.
Hanna Kampmanمشاهده پروفایل
مدرس ارشد
Hanna Kampman is a Senior Lecturer at the University of East London specializing in trauma recovery and positive psychology. Her research examines posttraumatic growth mechanisms across diverse populations including athletes, veterans, and trauma survivors. She investigates therapeutic applications of adventure, nature exposure, and mindfulness practices. Research explores connections between adversity, resilience, and wisdom development through qualitative methodologies. Current projects examine ecotherapy interventions and meaning-centered approaches to wellbeing. Publications demonstrate consistent focus on transformative processes following trauma, with recent work expanding into digital interventions and cross-cultural applications.
Harvey Andersonمشاهده پروفایل
مدرس ارشد
- Sport Coaching
- Cricket
- Existential Psychology
- +۹ مورد دیگر
Dr Harvey Anderson is a Senior Lecturer and Researcher in Sport Coaching & PE at Sheffield Hallam University's School of Sport and Physical Activity, part of the College of Health, Wellbeing and Life Sciences. He serves as Collaborative Course Leader for the BSc(Hons) Sport Coaching program and has held leadership roles including Distance Learning Champion and Social Media & Marketing Coordinator. Education: BSc(Hons), PG Cert, MSc Senior Fellow of the Higher Education Academy (SFHEA) His research focuses on cricket biomechanics, existential psychology in sport, strength & conditioning frameworks, and feedback methodologies in Higher Education. He has presented globally at conferences in the USA, Japan, Australia, and more. His work explores topics like fast-bowling technique analysis and mental toughness through an existential lens. Recipient of multiple 'Inspirational Teacher' nominations and CIMSPA Chartered High-Performance Coach certification, Anderson also serves as an External Examiner (University of Worcester/Lincoln), Disciplinary Panel member (Paddle UK), and Assessor for CIMSPA coaching certifications. Current research projects include systematic reviews of fast-bowling biomechanics and investigations into expert coaches' experiential knowledge.