Culturally Relevant Teaching (Math/Science) Professors and Supervisors | ApplySharif

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 ۸۸ استاد راهنما

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

Kelly K. Ivyمشاهده پروفایل

استادیار

University of the District of ColumbiaUnited States

Kelly K. Ivy, Ph.D. is an Assistant Professor at the University of the District of Columbia (UDC) in the College of Arts and Sciences. Specializing in culturally responsive math teaching and urban STEM education, she contributes to teacher self-efficacy research and curriculum development. Her work bridges academic inquiry with practical applications in K-12 and higher education contexts. Doctor of Philosophy in Mathematics Education, University of Maryland, College Park Master of Education in Curriculum & Instruction, Trinity Washington University Bachelor of Science in Mathematics, Secondary Education Professional Minor, Howard University Dr. Ivy’s research focuses on urban STEM education , culturally responsive pedagogy , and equitable mathematics instruction . She emphasizes teacher self-efficacy and interdisciplinary literacy, particularly in linguistically diverse classrooms. Her publications highlight strategies for improving STEM outcomes for African American students and reflective practices in culturally relevant teaching. Recent publications (2019–2024) span topics including equitable teaching , Black female STEM perspectives , and curriculum innovation . These works employ qualitative research methods and stress cultural relevance in urban settings. Faculty Scholar of Promise Award, UDC’s College of Arts and Sciences (2024) Dr. Ivy serves as Co-Project Manager for the Katherine G. Johnson Math Teacher Training Institute (2025–Present) and has participated in the Maryland Collaborative for Research in Urban STEM Education (2020–23). Her advocacy for Black students in STEM includes presentations at national conferences and media engagements.

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Philip Bellمشاهده پروفایل

استاد

University of WashingtonUnited States

Philip Bell is a Professor in the Learning Sciences & Human Development at the University of Washington College of Education . He holds the Shauna C. Larson Endowed Chair in Learning Sciences and serves as Director of the Institute for Science + Math Education . Additionally, he co-directs the LIFE Science of Learning Center , focusing on equity-driven innovation in STEM education. Education : PhD and MEd in Human Development & Cognition, Science/Math Education from UC Berkeley (1998, 1996); BS in Electrical Engineering & Computer Science from University of Colorado Boulder (1989). Bell’s research emphasizes cognitive and cultural approaches to learning across diverse environments, including everyday science expertise , learning technology design , culturally expansive instruction , and large-scale educational reform . His work bridges formal and informal learning contexts , addressing equity through participatory design research. Recent research trends include culturally sustaining pedagogies , climate justice science education , and systemic equity in STEM . His team develops STEM Teaching Tools and collaborates with national networks to improve science standards and instructional coherence. Scientific Awards : Shauna C. Larson Endowed Chair in Learning Sciences. Bell mentors a diverse group of doctoral students and has advised numerous PhD/MEd graduates now in academic and research roles. His projects span K-12 STEM innovation , science communication , and equity-focused policy , including contributions to the Next Generation Science Standards . He leads the Institute for Science + Math Education and collaborates with the Research+Practice Collaboratory , Seattle/Renton school districts, and national teams to scale equitable science education.

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Angeline Lillardمشاهده پروفایل

استاد

University of VirginiaUnited States

Dr. Angeline Lillard is Commonwealth Professor of Psychology and Director of the Montessori Science Program at the University of Virginia. She leads the Early Development Lab, focusing on children's social and cognitive development, particularly Montessori education's impact on learning and wellbeing. A Fellow of AAAS, APA, and APS, she earned her BA in English Literature from Smith College and PhD in Psychology from Stanford University. Research Interests: Dr. Lillard's work bridges Montessori pedagogy with developmental psychology, analyzing how play, educational environments, and culturally responsive teaching shape child outcomes. She explores standardized testing disparities, discipline equity, and the neurobiological underpinnings of pretend play. Key themes in her 15 most recent publications include Montessori's role in reducing educational inequality, the cognitive effects of fantasy in media, and the use of multilevel modeling to assess school discipline patterns. Her research spans preschool to adult wellbeing, emphasizing self-determination theory and longitudinal data. Scientific Recognition: Awarded the Nancy Staub Award for Puppetry Research (2024) Recognized for her book with the Cognitive Development Society Book Award (2006) James McKeen Cattell Sabbatical Fellow (2005-06) Albert Bandura Graduate Research Award (2016-17) Advising and Grants: Mentored 15+ graduate students including Lee LeBoeuf and Christina Carroll. Secured IES funding for a 600-child study on public Montessori preschools and Arnold Foundation support for kindergarten data collection.

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Maija Akselaمشاهده پروفایل

استاد

University of HelsinkiFinland

Maija Aksela is a Professor at the University of Helsinki , affiliated with the Teachers' Academy and Department of Chemistry . She supervises doctoral students in the Doctoral Program in School, Education, Society and Culture and Doctoral Programme in Chemistry and Molecular Sciences . Professor (Chemistry Education) Supervisor, University of Helsinki Doctoral Programs LUMA Centre Finland Leadership Her research focuses on science education , sustainability education , and non-formal learning . She has developed e-learning courses using instructional design frameworks and co-design approaches for climate change education. Recent publications include studies on project-based learning collaborations between secondary schools and universities, teacher self-efficacy in climate education, and student question utilization in environmental topics. Her work emphasizes student-centered methodologies and digital chemistry education . Awards highlight her contributions to STEM education , including the Global Best Award in 2018, Teachers' Academy founding membership in 2013, and UNESCO commission participation (2019-2022). Global Best Award 2018 Teachers' Academy Founding Member 2013 LUMA Center Excellence 2008 UNESCO Commission Member 2019-2022 She leads key projects like LUMA SUOMI and Non-formal Science Education , with active involvement in international collaborations (China, Jordan, Portugal, Turkey) and media appearances (MTV3, China partnerships).

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Nicholas S. Bellمشاهده پروفایل

استادیار

University of ConnecticutUnited States

Dr. Nicholas S. Bell is an Assistant Professor in the Department of Special Education at the University of Connecticut. His research and teaching focus on disrupting educational injustices through anti-racist practices, culturally relevant pedagogy, and advanced quantitative methods. Spencer Foundation Racial Equity Grant Spencer Foundation Conference Grant Dr. Bell’s research spans four key areas: anti-racist special education policies, culturally relevant STEM teaching for students with/without disabilities, special education teacher preparation, and the application of QuantCrit in educational research. His methodological approach combines qualitative, mixed-method, and advanced statistical models like structural equation modeling. Recent publications highlight his work on racialized resegregation in special education, equity-focused teacher training, and culturally responsive STEM instruction. Dr. Bell mentors PhD students and secures grants to advance racial equity in education.

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Jody Clarke-Miduraمشاهده پروفایل

استاد

Utah State UniversityUnited States

Dr. Jody Clarke-Midura is a Professor and Associate Dean of Graduate Studies in the Emma Eccles Jones College of Education and Human Services at Utah State University. She holds an Ed.D. from Harvard Graduate School of Education, an M.Ed. in Technology in Education, and a B.A. in English and Women’s Studies from the University of Massachusetts. Her research focuses on designing playful, technology-enhanced learning environments to foster STEM engagement and computational thinking in K-12 and early childhood education. Key areas include game-based learning, computational thinking integration, and technology-enhanced assessments. She collaborates on interdisciplinary teams and leads externally funded projects. Clarke-Midura co-directs the Playful Explorations Lab (PEL), which designs STEM learning experiences for elementary classrooms. Her work emphasizes hands-on, student-driven exploration and connects theory to classroom practice. She mentors graduate and undergraduate students, supporting their research development. Her publications address topics like formative assessments, computational thinking assessment frameworks, and the role of coding toys in early math learning. She has contributed to curriculum models integrating computer science and mathematics, and explored cultural relevance in co-design processes. Professional activities include leading graduate studies administration, advising on educational technology initiatives, and advancing inclusive pedagogical practices.

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Rob Rouseمشاهده پروفایل

مدرس

University of QueenslandAustralia

Dr. Rob Rouse is a Lecturer at the School of Education, University of Queensland , with expertise in maker education and integrated STEM learning environments . Previously, he taught chemistry at a New York City performing arts secondary school through the New York City Teaching Fellows and served as former Director of the Southern Methodist University (SMU) Maker Education Project , co-founded with SMU's School of Engineering. PhD in Learning, Teaching, and Diversity from Vanderbilt University's Peabody College Current research focuses on supporting teachers to utilize school makerspaces for innovative, hands-on instruction Collaborates with informal STEM organizations to provide professional development for educators His work explores inclusive makerspace design , mobile instructional spaces , and K-12 teacher training . Publications emphasize systematic reviews of makerspace research , best practices for mobile STEM spaces , and culturally relevant maker pedagogy . While no specific scientific awards are listed, his projects like the MakerTruck mobile makerspace demonstrate practical impact. Dr. Rouse supervises PhD research on topics including maker pedagogy , differentiated science learning , and gender dynamics in STEM education . He actively partners with teams at institutions like the International Symposium on Academic Makerspaces and Australian Technology Education Research Conference .

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David Pomeroyمشاهده پروفایل

مدرس ارشد

University of ManitobaCanada

David Pomeroy is a Senior Lecturer in the School of Social and Cultural Studies within the Faculty of Education at the University of Canterbury (Te Whare Wānanga o Waitaha) in Christchurch, New Zealand. Formerly a secondary mathematics teacher, he has been at the University of Canterbury since 2018 after previously teaching at Victoria University of Wellington from 2016-2017. His academic work bridges educational research, sociology, and mathematics pedagogy with a strong focus on equity issues. Education: PhD in Education, University of Cambridge (2016) MPhil in Educational Research (Distinction), University of Cambridge (2012) MEd (Distinction), Victoria University of Wellington (2011) Graduate Diploma of Teaching (Secondary), Dunedin College of Education (2005) BA/BSc in Mathematics/Chemistry, University of Otago (2004) Dr. Pomeroy's research centers on socio-economic, ethnic and gender inequalities in mathematics learning, with particular emphasis on how streaming or 'ability' grouping affects educational equity. He employs approaches from sociology and gender studies to examine the relationship between identity factors (social class, ethnicity, gender) and subject engagement. His work explores how school assessments create intended and unintended consequences for students, especially those from marginalized backgrounds. He is actively involved in two major research streams: collaborating with secondary mathematics departments transitioning to mixed 'ability' classes, and working with Maths Craft NZ to investigate craft-based mathematics learning as an accessibility tool. Analysis of Dr. Pomeroy's recent publications reveals a consistent focus on educational equity in mathematics through multiple lenses. His work examines how streaming reinforces racialized social class inequalities, explores teachers' adaptations to de-streamed classrooms, and investigates the emotional consequences of ability grouping (including 'shame'). His research spans multiple contexts (Aotearoa New Zealand, Finland, Australia) with particular attention to gendered experiences in mathematics education. The publications demonstrate an interdisciplinary approach combining sociology of education, critical race theory, and mathematics pedagogy to challenge traditional assumptions about ability and achievement. Dr. Pomeroy is registered to supervise Master's and Doctoral students, with current supervisees researching topics including migrant students' success in science, gender perceptions in Chinese education, women teacher leaders in mathematics and science, and Māori and Pasifika girls' experiences in STEM education. He leads the NZCER-funded research project 'Pāngarau Unleashed: a Multiple Case Study of De-streaming Secondary Mathematics' (2022-2024). His professional activities include regular media commentary on education policy, peer reviewing for major education journals, and active membership in the Sociological Association of Aotearoa New Zealand and NZARE. Through his 'Maths Craft' initiative, Dr. Pomeroy has developed innovative approaches to mathematics education that use tactile, craft-based learning to make mathematical concepts more accessible. This work has particular relevance in post-pandemic educational contexts and represents a creative response to longstanding challenges in mathematics engagement. His teaching focuses on literacy and mathematics for primary school teaching, where he trains future educators in inclusive pedagogical approaches.

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Joanna Goodeمشاهده پروفایل

استاد

University of OregonUnited States

Dr. Joanna Goode is a Sommerville Knight Professor and Department Head of Education Studies at the University of Oregon's College of Education. Her research focuses on equity, access, and inclusion in K-12 computer science education, leveraging her experience as a former high school CS teacher. She has led multiple National Science Foundation-funded projects and co-authored the influential book Stuck in the Shallow End: Education, Race, and Computing (MIT Press, 2008/2017). Education: PhD in Education, Urban Schooling, University of California, Los Angeles (2004) MEd in Mathematics Education, University of California, Los Angeles (1998) BS in Applied Mathematics with Computing specialization, University of California, Los Angeles (1997) Joanna's research explores how educational policies and practices can transform computer science education through culturally responsive pedagogy, teacher professional development, and justice-oriented curriculum design. Her work addresses systemic barriers in urban schools, emphasizing collaboration between teachers, researchers, and policymakers to democratize computing knowledge. Recent publications highlight trends in equity-focused computing education, including justice-oriented curriculum co-design, colonialism in technology, identity-inclusive pedagogy, and the integration of societal and technical aspects in teacher training. She has pioneered electronic textiles in classrooms to promote inclusive learning environments and examines the role of AP Computer Science courses in shaping student career paths. Joanna's grants and collaborations focus on expanding K-12/university partnerships, supporting experienced CS teachers, and developing scalable models for equity-based professional development. Her work bridges the gap between policy, practice, and social justice in computing education.

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Emily DeFouwمشاهده پروفایل

استادیار

University of Southern MississippiUnited States

Dr. Emily DeFouw is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. She earned her Ph.D. and MEd in School Psychology from the University of Massachusetts-Boston and completed a predoctoral internship in pediatric psychology at the University of Nebraska Medical Center. Education: Ph.D. and MEd in School Psychology (University of Massachusetts-Boston) Her research focuses on academic interventions, particularly in mathematics, within a Response-to-Intervention (RtI) framework, and she explores implementation strategies like school-based consultation and treatment intensity. Her work emphasizes Applied Behavior Analysis and Multi-Tiered Systems of Support (MTSS) to improve outcomes for racially and ethnically minoritized youth. Recent publications highlight trends in intervention delivery (video modeling, emailed prompts), MTSS and consultation models (cost-effectiveness, teacher collaboration), and behavioral strategies (behavior-specific praise, treatment fidelity). Her 2025 research centers on preschool education technology, while 2024 studies examine alternative school settings and consultation efficacy. Professional Affiliations: National Association of School Psychologists (NASP), American Psychological Association (APA)

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Maria Varelasمشاهده پروفایل

استاد

University of Illinois ChicagoUnited States

Maria Varelas is Professor of Science Education and Chair of the Department of Curriculum and Instruction at the University of Illinois Chicago (UIC), where she co-coordinates the PhD in Mathematics and Science Education and MEd in Science Education programs. She founded and directed the UIC Center for the Advancement of Teaching-Learning Communities and is a Fellow of the American Association for the Advancement of Science. Dr. Varelas earned her Ph.D. in Education from the University of Illinois at Chicago, M.S. in Education from the University of Rochester, and B.Sc. in Physics from the University of Athens, Greece. Her research centers on equity and social justice in science education, particularly in urban K-12 settings. Using qualitative, phenomenological, narrative, multimodal discourse, ethnographic, and arts-based methods, she investigates how educators can create transformative learning spaces that leverage minoritized students' assets, agency, and voice. Her work challenges restrictive structures while scaffolding knowledge creation for students' futures and communities. Analysis of her recent publications (2022-2024) reveals a pronounced shift toward embodied and arts-integrated approaches, including science theater and ethnodance, to advance justice-centered science learning. Her scholarship increasingly focuses on identity construction for Latinx and Black students while examining the development of Teachers of Color in urban schools. Over the past decade, her research has evolved from foundational frameworks on content learning to innovative multimodal practices that bridge science education with social justice imperatives. Dr. Varelas' scientific recognition includes: Fellow, President’s Executive Leadership Program, University of Illinois System (2024) Fellow, American Association for the Advancement of Science (2019) Silver Circle Award for Excellence in Teaching, UIC (2013) Distinguished Researcher of the Year, UIC (2012) University Scholar, University of Illinois (2008) Great Cities Institute Faculty Scholar, UIC (2008) Award for Excellence in Teaching, UIC (2006) Silver Circle Award for Excellence in Teaching, UIC (2003) Teaching Recognition Program Award, UIC (2003) Outstanding Dissertation Award, American Educational Research Association (1993) As co-coordinator of doctoral and master's programs, she mentors graduate students in science education research. She has secured over $12 million in research funding, primarily from NSF, including major grants like "Science Education for Excellence and Equity in Chicago" (SEEEC) and "Science Learning through Embodied Performances." Her collaborative projects consistently involve Chicago Public Schools and community organizations to develop culturally relevant science curricula. Dr. Varelas leads the UIC Research on Science Learning Course Team and previously directed the UIC Center for the Advancement of Teaching-Learning Communities, fostering interdisciplinary collaborations that integrate arts-based methods with science education research.

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Jennifer M. Lewisمشاهده پروفایل

استاد

Wayne State UniversityUnited States

Jennifer M. Lewis is a Professor of Mathematics Education at Wayne State University's College of Education, where she also serves as the Director of the TeachDETROIT program. She is deeply involved in teacher education, research, and community engagement, particularly focused on preparing educators for Detroit schools serving children of color in high-poverty contexts. Ph.D., Teacher Education and Mathematics Education, University of Michigan (2007) M.A., Educational Psychology, University of California, Berkeley (1985) B.A., Development Studies, University of California, Berkeley (1984) Teacher Certification: Elementary Education; Secondary English and Social Studies Her research centers on how teachers learn mathematics and effective teaching practices, particularly in urban settings. She investigates equitable mathematics instruction, teacher preparation models, and the role of professional development such as lesson study in improving teaching quality. She emphasizes culturally relevant pedagogy and the integration of real-world data through initiatives like her course Detroit by the Numbers . Her recent publications highlight trends in teacher evaluation, the impact of observation tools, the use of technology to promote equity, and transformative STEM frameworks that integrate community science and data literacy. These works reflect a strong commitment to social justice, teacher learning, and systemic improvement in urban education. Notable Woman in Education, Crain’s Detroit Business (2019) Midcareer Award Nominee, AERA Division K (2018) Kathleen Reilly Koory Endowed Faculty Development Award (2013) Faculty Research Award, WSU College of Education (2014) Lewis has led multiple externally funded research projects, including the Noyce Mathematics Fellows: TeachDETROIT grant ($1.4M), Project REALM, and the Detroit STEM Teaching Initiative. She mentors doctoral students and co-leads the Mathematics Education Research Group at Wayne State. Her community engagement includes weekly teaching in Detroit schools and organizing Family Math Nights to connect preservice teachers with families. She is actively involved in laboratory-like teaching environments and uses her courses as sites for studying instruction. Her work with lesson study groups and professional learning communities underscores her commitment to collaborative, practice-based research and sustainable teacher development.

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Connie Svaboمشاهده پروفایل

استاد

University of Southern DenmarkDenmark

Connie Svabo is a Professor at the University of Southern Denmark (SDU), affiliated with the Department of Mathematics and Computer Science within the Faculty of Science and Engineering. She serves as Head of the Section for Learning, Experience and Design (LxD), leads the Research Center for Science Education and Communication (FNUG), and is a key figure in the SDU Climate Cluster and CUHRE Elite Center. Her interdisciplinary work bridges STEM education, design, and science communication. PhD in relevant field MSc in relevant field Her research focuses on learning environments, hybrid knowledge architectures, and creative pragmatics in education. She integrates pedagogy, technology, and design to develop innovative STEM teaching strategies. Her work emphasizes interdisciplinary collaboration, professional development, and sustainability in education. The most recent publications reflect a strong trend toward creative pragmatics, interdisciplinary STEM education, and the development of learning environments that address complex, real-world challenges. Her work spans formal and informal education, with applications in schools, museums, and community projects. SCC Fast track - uddelingsrunde november 2024 Statens Kunstfond: arbejdslegat (2006) Connie Svabo supervises five PhD students through the Science and Mathematics Education and Communication (SMEC) program and has led major funded projects such as LabSTEM+ (Novo Nordisk Foundation), LAVIN (NAFA/CESE), MATKULT (EU/Interreg), and RASL (Erasmus+). She played a foundational role in establishing the Center for Primary School Research and the LSUL partnership between SDU, UCL, and UC SYD. Her external engagements include serving on the Industrial Research Committee for Social Sciences and Humanities at Innovation Fund Denmark, the advisory board of FabLab Spinderihallen, and the scientific committee of UNESCO Global Geopark Det Sydfynske Øhav. She leads the FNUG research center, where interdisciplinary teams develop innovative science education approaches. She is also involved in CUHRE and collaborates extensively with museums and cultural institutions such as Experimentarium, Viking Ship Museum, and Stevns Klint UNESCO World Heritage Site.

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Frances K. Harperمشاهده پروفایل

دانشیار

University of TennesseeUnited States

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.

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Jennifer Ruefمشاهده پروفایل

دانشیار

University of OregonUnited States

Jennifer Ruef is an Associate Professor in the Critical and Sociocultural Studies in Education department at the University of Oregon's College of Education, where she bridges decades of K-12 classroom experience with cutting-edge research on equitable mathematics instruction. Her work centers on dismantling systemic barriers in math education through identity-focused pedagogy and collaborative sensemaking frameworks. Her educational foundation includes: Ph.D. in Curriculum and Teacher Education (Secondary Mathematics Education), Stanford University, 2016 M.S. in Curriculum and Instruction (Secondary Mathematics Education), University of Wisconsin-Madison, 2005 B.S. in Secondary Mathematics Education, University of Wisconsin-Madison, 1990 Certification in Secondary Mathematics Education (Grades 6-12) Ruef's research pioneers decolonizing approaches to mathematics education, examining how student identities are co-constructed through classroom interactions and how Indigenous knowledge systems can transform STEM pedagogy. Her DETRACKING FOR EQUITABLE MATH INSTRUCTION (DEMI) framework challenges tracking practices while promoting relational equity and public sensemaking —where students collaboratively build mathematical arguments. This work directly addresses math trauma and systemic inequities through healing-centered, culturally sustaining practices. Analysis of her 15 most recent publications reveals a cohesive trajectory: from foundational identity studies (2020-2021) to pandemic-responsive equity work (2022), culminating in her 2024 NSF-funded detraicking initiative. Her scholarship consistently integrates Indigenous epistemologies with mathematics education, demonstrating how cultural values counter colonial harms while advancing STEM inclusivity. Her major recognitions include: NSF Career Award (2024) for $1.04M detraicking project University of Oregon Excellence in Teaching Award (2022) AMTE STaR Fellowship (2017) Stanford University dissertation grants (2015) Madison Metropolitan School District Teacher of the Year (2009) Ruef actively mentors doctoral students including A. Torres and M. Ahearn, with her NSF grant driving multi-year detraicking research across Oregon middle schools. Her community-engaged approach partners with Indigenous elders like V. Beavert to co-develop culturally rooted mathematics curricula, translating academic research into classroom practice through teacher professional development. Embedded in interdisciplinary networks connecting the College of Education with Pacific Northwest Indigenous communities, Ruef's work operates at the intersection of academia and activism—using collaborative research teams to advance decolonizing mathematics education beyond traditional lab structures.

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