جست‌وجوی استاد و پژوهشگر

• bilingual education of deaf and hearing people
• sign language in education
• reading skills of deaf people
• +۴ مورد دیگر

Dr. Justyna Kotowicz is an Assistant Professor at the Institute of Pedagogy, Jagiellonian University, specializing in bilingual education and sign language research. She holds a PhD in Social Sciences (Pedagogy) from Jagiellonian University (2016) and a Master's in Psychology from SWPS University (2017). Her work bridges deaf education, cognitive science, and linguistics. Jagiellonian University, PhD in Social Sciences (Pedagogy), 2016 SWPS University, Master's in Psychology, 2017 Pedagogical University, Master's in Rehabilitation Pedagogy (Surdopedagogy), 2010 Jagiellonian University, Master's in Romance Philology, 2010 Her research examines the linguistic and cognitive processes of deaf and hearing individuals using sign language, with a focus on bilingual education and reading skills in deaf populations. She has led international collaborations comparing French and Polish Sign Language development in children. Kotowicz's recent publications investigate neural mechanisms of sentence reading in deaf signers, bimodal bilingualism's impact on executive function, and sign-spoken language contact in Polish families. Her work integrates neuroscience, psycholinguistics, and educational theory. She has participated in projects funded by the French Government Scholarship, National Science Centre (NCN), and the Ministry of Science and Higher Education (MNISW), including creating a dictionary of legal/medical terms in Polish Sign Language.

• American Sign Language Linguistics
• ASL Curriculum Development
• Deaf Culture Studies
• +۳ مورد دیگر

Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.

• American Sign Language
• Deaf Education
• Cognitive Neuroscience
• +۲ مورد دیگر

Svenna Pedersen serves as a Lecturer in the Department of Dual Language and English Learner Education at San Diego State University (SDSU), where she teaches American Sign Language (ASL) and Deaf Culture courses. She concurrently instructs at Gallaudet University, Mesa Community College, Grossmont College, and Southwestern College, demonstrating extensive commitment to ASL education across multiple academic institutions. Her educational background includes: MA in Deaf Studies (emphasis: ASL Teaching), Gallaudet University, 2007 BA in Communication Studies, Gallaudet University, 2005 Online DEFT Teaching Credential, Southwestern College, 2018 ASL Proficiency Interview Score 4+, 2016 California Subject Examination for Teachers (ASL), 2014 Professor Pedersen's research bridges ASL linguistics, cognitive neuroscience, and Deaf cultural studies. Her investigations into limb apraxia, sign span metrics, and neurological impacts on sign language production reveal the complex interplay between motor control and linguistic processing in visual languages. This work establishes critical baselines for understanding Deaf cognition and language disorders. Her publication record shows consistent conference presentations at major neuroscience and linguistics venues over the past decade, with pronounced focus on ASL production errors and neurological correlates. Collaborations with the Salk Institute highlight her integration of laboratory neuroscience with real-world Deaf community applications. Her professional recognitions include: Online DEFT Teaching Credential (Southwestern College, 2018) ASL Proficiency Interview Score 4+ (2016) California Subject Examination for Teachers (ASL, 2014) As an educator, Professor Pedersen oversees SDSU's ASL proficiency assessment program and teaches ASL from beginner to advanced levels. Her pedagogical approach integrates research findings with cultural immersion, drawing from 15+ years of experience teaching Deaf children and families. She emphasizes identity development alongside language acquisition, reflecting her commitment to holistic Deaf education. Though not leading a formal research laboratory, Professor Pedersen actively shapes the field through professional service on the San Diego ASLTA board and contributions to educational resources like Visual Language and Visual Learning's storybook apps. Her work consistently centers Deaf community perspectives in academic settings.

• Art History
• Deaf Art
• Accessibility Studies
• +۳ مورد دیگر

Agnieszka Kołodziejczak is a research-focused academic at the University of Lodz, working within the Department of History of Painting and Sculpture in the Faculty of Philosophy and History. Holding a doctoral degree, she serves as a research assistant with a specialized focus on deaf art and accessibility studies within cultural institutions. Her research interests explore the intersection of visual arts and deaf culture, with particular emphasis on accessibility frameworks in museums and galleries, representation of deafness in contemporary art, and the development of deaf artistic expression in Poland. Her work bridges art history with disability studies, examining how visual narratives can challenge traditional perspectives and create more inclusive cultural spaces. Analysis of her publication record reveals a consistent focus on deaf art and accessibility, with recent work exploring zine culture, comics as cultural expressions, and sign language representation in visual arts. Her research demonstrates a commitment to documenting and advancing understanding of deaf artistic communities within the Polish context. Dr. Kołodziejczak's scholarly contributions include 18 publications and participation in at least one research project, with her work spanning contemporary art practices, historical perspectives on deaf artists, and practical applications for improving accessibility in cultural institutions. Her research has evolved from historical analyses to more contemporary explorations of digital media's impact on deaf art production.

Lacey D. Hufflingمشاهده پروفایل

دانشیار

• Science Education
• Environmental Education
• Sustainability Education
• +۷ مورد دیگر

Lacey D. Huffling is an Associate Professor in Middle Grades & Secondary Education within the Department of Teaching and Learning at Georgia Southern University's College of Education, where she has been a faculty member since 2015. She also serves as an Affiliate with the Institute for Water & Health. Dr. Huffling maintains active research collaborations with institutions including the National Science Foundation, National Academies of Sciences, Engineering, and Medicine, and Wake Forest University. Her academic journey includes a Ph.D. in Teacher Education and Development from the University of North Carolina at Greensboro (2015), an M.Ed. in Biology Education from Wake Forest University (2008), and a B.S. in Biology and Ecology from Lee University (2003). Dr. Huffling's research centers on science education with particular emphasis on environmental education, sustainability education, and teacher development. Her work bridges formal and informal educational settings, examining how to effectively integrate place-based and global perspectives in science teaching. Recent publications reveal a growing focus on Education for Sustainable Development aligned with UN Sustainable Development Goals, as well as innovative approaches to online science teacher professional development that maintain meaningful human connection. Analysis of her 128 research outputs (2009-2025) shows consistent productivity with peaks in 2012-2014 and ongoing projects through 2027. Her work spans from field ecology and herpetology toward broader sustainability education frameworks, demonstrating an evolving but cohesive research trajectory focused on making environmental science accessible and relevant to diverse learners. Dr. Huffling has secured significant research funding including: RaMP: Mentoring and Research Opportunities for Careers in Coastal Science (MROC2S) - NSF-funded (2023-2027) Capacity Building Grants 2 of the Gulf Research Program (2019-2021) Okefenokee: Understanding real-world relevance through Suwanee Watershed assessment and monitoring project (2019-2021) Partnership Council grant at Georgia Southern University (2016-present) Wake Forest University Beginning Teacher Grant (2008-present) Her advising focuses on preservice and in-service science teachers, with particular attention to developing their capacity to teach sustainability concepts and implement globally relevant science curricula. Dr. Huffling's research group explores environmental and sustainability education through field-based approaches that connect classroom learning to real-world ecological contexts, particularly watershed systems in the southeastern United States.

Eva Gutierrez-Sigutمشاهده پروفایل

مدرس ارشد

• Cognitive psychology of language
• Reading
• Deafness
• +۷ مورد دیگر

Dr. Eva Gutierrez-Sigut is a Senior Lecturer in the Department of Psychology at the University of Essex, where she has been employed since July 2019. Her academic journey includes a PhD in Cognitive Neuroscience from the University of La Laguna (Spain), followed by postdoctoral research at the Center for Mind and Brain at the University of California Davis, a research fellowship at the UCL Deafness, Cognition and Language research centre, and an independent research fellowship at the University of Valencia. Her research primarily focuses on how atypical language development due to early onset deafness impacts language and reading skills at both behavioral and neuropsychological levels. She investigates how deaf individuals process language and reading, with particular interest in phonological and semantic properties of language and their influence on reading attainment in deaf people. Her work explores the connections between visual-orthographic and semantic levels of language processing, which appear to have a stronger influence than phonological processing on deaf people's reading ability. Analysis of her recent publications reveals consistent themes across cognitive neuroscience, psycholinguistics, and deaf studies. Her research demonstrates that deaf readers automatically access phonological information but that this doesn't necessarily contribute to reading comprehension attainment. She has also shown that skilled deaf readers have stronger connections between orthographic and lexical-semantic processing levels. Her work on sign language processing indicates that deaf signers process both phonological and semantic information using similar—but not identical—mechanisms as hearing people. 2020: British Academy grant for 'COVID-19 and reduced access to communication: the challenges experienced by deaf people' Dr. Gutierrez-Sigut currently supervises at least one PhD student, Max James Handley. Her teaching responsibilities include Cognitive Psychology and Economics (EC956), Thinking and the Mind (PS104), Applied Psychology (PS118), Cognitive Psychology (PS425), MSc Psychology Research Project (PS900), Neurocognition of Human Interaction (PS935), and Advanced Cognitive Psychology (PS952). Her research has important implications for developing tools to identify deaf children who struggle with literacy and for creating training programs for deaf readers.

• Sign Language Linguistics
• Sociolinguistics
• Deaf Studies
• +۳ مورد دیگر

Dr Robert Adam serves as an Honorary Lecturer in the Division of Psychology and Language Sciences at University College London, where he coordinates Continuing Professional Development at the Deafness, Cognition and Language Research Centre (DCAL). A Deaf native British Sign Language (BSL) signer, he directs academic modules including the MSc course Deafhood and MA modules on interpreting theory, while teaching BSL courses for medical students and linguistics programs. His educational background includes a Master of Arts from Monash University (2005), and dual Bachelor degrees in Arts and Education from La Trobe University (1997, 1992). Prior to UCL, he coordinated sign language teaching at London's City Lit and conducted research at Australia's National Institute for Deaf Studies and the Australian Sign Language Lexicography Project. Adam's research centers on sign language sociolinguistics, particularly unimodal bilingualism in Deaf communities using multiple sign languages. His work examines mental health disparities among Deaf adults, language contact phenomena, and interpreter-deaf professional relationships. He directed documentation of Australian Irish Sign Language (AISL) through Endangered Languages Documentation Project funding, creating vital archival resources for endangered sign varieties. His 15 most recent publications reveal interdisciplinary engagement spanning public health (deaf mental health studies), computational linguistics (sign language processing), and neurodegenerative disorders (collaborative cognition research), while maintaining core focus on Deaf community perspectives and linguistic rights. Provost's Award for Public Engagement (2010) for DCAL Deaf Open Day/Roadshow initiatives Nominated for UCL Students' Union Teaching Award (2017) Adam actively engages Deaf communities through knowledge dissemination projects and serves as Vice Chair of Governors at Frank Barnes School, Co-ordinator of the World Federation of the Deaf Expert Group, and Trustee of the British Deaf Association. His DCAL leadership emphasizes participatory research models where Deaf communities co-design studies and access findings through BSL resources.

• Deaf children's spoken language development
• Gesture in language development
• Bi/multilingualism
• +۵ مورد دیگر

Dr. Merle Mahon is an Associate Professor in the Language & Cognition department within the Division of Psychology and Language Science at University College London. She also serves as the DMEC Chair for the ImPACT Trial at the University of Nottingham starting July 2025. Her academic career spans several decades with continuous contributions to deaf education and language development research. Her educational background includes a PhD from University College London (1998), a BA (Hons) from the University of South Africa, Pretoria (1978), and a BA from the University of the Witwatersrand (1972). She holds professional certifications including Stage I Communication Skills with Deaf People (1985) and a Certificate of Advanced Clinical Studies in Speech Therapy for Deaf People. Dr. Mahon's research program focuses on deaf children's spoken language development, the role of gesture in language acquisition, and bi/multilingualism, particularly examining how children learn spoken English when it's an additional language at home. She employs both qualitative and quantitative methods including Conversation Analysis, questionnaire techniques, and experimental designs, with significant emphasis on longitudinal video data collection and analysis. Her publication record reveals consistent research productivity with 61 outputs, including numerous high-impact studies published in leading journals. Her work demonstrates strong thematic continuity in deaf education, cochlear implant outcomes, and language development, with recent expansion into virtual reality rehabilitation approaches through the BEARS project and international comparative studies in Chile. Member of UCL Academic Board and Research Degrees Committee (since 2023) Departmental Graduate Tutor at UCL (since 2016) Member of Centre for Literacy and Multilingualism CeLM, Reading University (since 2013) Associate Member of British Association of Teachers of the Deaf (since 2012) Founding member of Consortium for Research in Deaf Education (CRIDE) (since 2007) Editorial board member for Deafness and Education International (since 2005) Member of Royal College of Speech and Language Therapists (since 1977) As Departmental Graduate Tutor, Dr. Mahon supervises PhD students including Mario Bustos (with Dr. Fiona Kyle) and Disa Witkowska (with Prof. Courtenay Norbury). She currently leads the multi-centre BEARS study funded by the NIHR, examining outcomes for deaf children and teenagers who use bilateral cochlear implants. Her collaborative network spans institutions including Cambridge University, Imperial College London, and Guys and St Thomas' Hospitals Trust.

• Spanish Linguistics
• Historical Linguistics
• Phonology
• +۵ مورد دیگر

Ángel Alonso-Cortés Manteca is a distinguished linguistics scholar affiliated with the Faculty of Philology at Complutense University of Madrid. With a career spanning from 1976 to 2022, he has established himself as a significant contributor to Spanish linguistics, historical linguistics, and theoretical linguistics. His academic profile includes 44 journal articles, 8 collective works, 13 reviews, 9 books, and direction of 3 doctoral theses, reflecting his substantial scholarly output and mentorship. His research interests span multiple dimensions of linguistic study, with particular emphasis on Spanish phonology, syntax, and historical development. He has made notable contributions to Basque language studies, examining its historical documentation and relationship with Spanish. His work on language evolution, from theoretical explorations of language origins to practical analyses of contemporary phenomena like Spanglish, demonstrates both breadth and depth in his scholarly approach. Alonso-Cortés Manteca has also engaged critically with major linguistic theories, from Saussurean structuralism to Chomskyan generative grammar, as evidenced by his publications examining these frameworks. His publication record shows consistent scholarly activity across five decades, with recent work including the 2022 RLD Corpus study of linguistic resources in Spanish law, demonstrating continued relevance and engagement with contemporary linguistic issues. His directed doctoral theses on Spanish phonology, spoken Spanish discourse patterns, and Spanish temporality reflect his influence on emerging scholars in the field. As an academic, Alonso-Cortés Manteca has contributed significantly to linguistic education through his textbooks, particularly the multiple editions of his "Lingüística" series, which have served as foundational resources for Spanish linguistics students. His work bridges theoretical linguistics with practical language analysis, making complex linguistic concepts accessible while maintaining scholarly rigor.

Justin A. Haegeleمشاهده پروفایل

استاد

• Adapted Physical Education
• Adapted Physical Activity
• Disability
• +۴ مورد دیگر

Justin A. Haegele serves as the Colgate Darden Endowed Professor and Director of the Center for Movement, Health, & Disability within Old Dominion University's Darden College of Education & Professional Studies. Since joining ODU in 2015, he has published over 275 peer-reviewed articles focused on adapted physical activity for individuals with disabilities. His leadership extends to directing Project CAPER and co-directing the MAMC, two US Department of Education-funded training initiatives for doctoral scholars. Education: Ph.D. in Adapted Physical Education, The Ohio State University (2015) M.S.Ed. in Physical Education, State University of New York College at Brockport (2009) B.S. in Physical Education, State University of New York College at Brockport (2007) Dr. Haegele's research examines physical activity participation experiences of disabled individuals, with specialized focus on visual impairment, autism spectrum disorder, and inclusion dynamics. His work bridges theoretical frameworks like social cognitive theory with practical interventions in school-based physical education settings, emphasizing intersectionality of disability with gender and other identity factors. Analysis of his recent publications reveals consistent emphasis on national dataset analysis (including NHANES and NSCH), with predominant focus on youth physical activity patterns, health outcomes, and participation barriers for individuals with visual impairments and autism. His methodological approach combines quantitative large-scale studies with qualitative phenomenological inquiries into lived experiences. As immediate past-president of the North American Federation of Adapted Physical Activity and current editor-in-chief of Adapted Physical Activity Quarterly (2023-2026), Dr. Haegele significantly influences the field's research agenda. His US Department of Education-funded projects train future scholars while addressing critical gaps in adapted physical activity service provision. He directs the Center for Movement, Health, & Disability which fosters interdisciplinary collaboration across ODU's health sciences and education units, developing community-based interventions that translate research into practice for improving disability inclusion in physical activity settings nationwide.

Ulrika Löfkvistمشاهده پروفایل

مدرس ارشد

• Speech Therapy
• Hearing Impairment
• Cochlear Implants
• +۳ مورد دیگر

Ulrika Löfkvist serves as a Senior Lecturer at Uppsala University's Department of Public Health and Care Sciences; Speech Therapy, focusing on speech therapy interventions for children with hearing impairments and cochlear implants. Her research spans Speech Therapy , Hearing Impairment , Cochlear Implants , and Child Language Development , emphasizing longitudinal outcomes in language acquisition, literacy, and cognitive skills. She validates assessment tools like LENA and PEACH+ across cultural contexts and investigates public health initiatives including cytomegalovirus prevention and early hearing loss screening protocols. Analysis of her 2022-2025 publications reveals dominant themes in cochlear implant outcomes, particularly age-at-implantation effects on metaphor comprehension and reading development. Cross-cultural validation studies in Nordic/Brazilian populations and multidisciplinary approaches to hearing loss management form recurring methodological threads. Dr. Löfkvist collaborates with international teams across audiology, speech-language pathology, and public health, notably in Sweden, Norway, and Brazil. No scientific awards, student advising records, or grant details were documented in the source material.

• Language Education
• Deaf and Hard of Hearing Learners
• Foreign Language Acquisition
• +۵ مورد دیگر

Mgr. Jitka Sedláčková, Ph.D. serves as an Assistant Professor in the Department of English and American Studies at Masaryk University's Faculty of Arts in Brno, Czech Republic. Her office is located in building G/G.318 at Gorkého 57/7, 602 00 Brno, and she can be contacted via phone at 549 49 7915 or through her institutional emails: jitkasedlackova@mail.muni.cz and jitkasedlackova@phil.muni.cz. Dr. Sedláčková's research focuses on language education for deaf and hard of hearing learners, with particular emphasis on reading strategies, language learning biographies, and learner autonomy. Her work bridges the fields of applied linguistics, special education, and teacher training, creating innovative approaches for inclusive language classrooms. She has developed specialized e-learning courses tailored to the needs of deaf learners and has organized numerous workshops and conferences on second language teacher education. Analysis of her 15 most recent publications (2021-2025) reveals a consistent research trajectory centered on the language learning experiences of persons with disabilities and special educational needs. Her work demonstrates a methodological diversity spanning empirical studies, case analyses, and conference organization, with increasing focus on language teacher education and mentor perspectives. A notable trend is her examination of language learning biographies as tools for teacher development and her exploration of how deaf learners process English language materials. Dr. Sedláčková has been actively involved in organizing academic events including the Second Language Teacher Education conference (2024), workshops on raising learner autonomy for deaf students, and international summer schools for deaf learners. Her collaborative work with colleagues like Lenka Tóthová, Nicola Catherine Fortová, and Martina Trombiková demonstrates strong interdisciplinary connections within the field of language education for special needs populations.

LaVerne McQuiller Williamsمشاهده پروفایل

استاد

• Intimate Partner Violence
• Restorative Justice
• Therapeutic Justice
• +۳ مورد دیگر

Dr. LaVerne McQuiller Williams serves as Associate Provost for Faculty Affairs at Rochester Institute of Technology (RIT), holding a professorship within the College of Liberal Arts. Previously, she held significant leadership roles including Interim Dean of the College of Liberal Arts, Senior Associate Dean, department chair, and graduate director, demonstrating deep institutional commitment. Her educational foundation includes: BS from Rochester Institute of Technology JD from Albany Law School of Union University MA from Buffalo State College PhD from University at Buffalo Dr. Williams' research centers on intimate partner violence , restorative justice , therapeutic justice , and sex trafficking , with distinctive focus on marginalized populations. Her work critically examines intersections of auditory status (deaf/hard of hearing), race/ethnicity , and sexual orientation in violence victimization and perpetration among college students. This interdisciplinary approach bridges psychology, criminology, and sociology to address systemic gaps in justice and support systems. Analysis of her 15 most recent publications reveals consistent emphasis on victimization patterns in deaf communities , intersectional risk factors , and campus-based prevention . Her scholarship uniquely documents how auditory status compounds vulnerability to intimate partner violence and sexual assault, while evaluating interventions like bystander awareness programs and trauma-informed legal processes. Recognition includes: Eisenhart Award for Outstanding Teaching at RIT Dr. Williams demonstrates exceptional commitment to student development through sustained faculty advisement. She served as advisor for RIT Prelaw Association and Phi Alpha Delta Law Fraternity International (1996-2016), and currently guides students in the 3+3 BS/JD program with Syracuse Law School. Her campus leadership extends to developing civility initiatives and sexual violence prevention workshops, reflecting dedication to inclusive educational environments. Her administrative expertise as Associate Provost directly informs campus-wide strategies for faculty development and equitable academic practices, particularly regarding support systems for marginalized student populations.