Developmental Mathematics 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 ۷۰۶-۷۲۰ از ۳٬۲۲۹ استاد راهنما

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

Amanda McKerracherمشاهده پروفایل

استاد بالینی

University of California, BerkeleyUnited States

Amanda McKerracher is a Clinical Professor in the School Psychology program at the University of California, Berkeley's School of Education. She holds dual licensure as a Licensed Educational Psychologist (#6772) and Licensed Psychologist (PSY33155) in California, and is additionally licensed in Ontario and British Columbia, Canada. Her roles include clinical supervision of doctoral trainees, teaching coursework in mental health assessment, ethical decision-making, and consultation skills. PhD in School Psychology, UC Berkeley MA in Child Study and Education, University of Toronto (OISE) BS in Psychology, University of Toronto Her research focuses on children with exceptional needs, particularly youth with visual impairments. Key areas include psychoeducational assessment adaptations, tactile learning strategies, and accessibility in education. Her work emphasizes improving assessment validity for visually impaired populations through innovative methodologies. Publications consistently explore sensory learning modalities, testing accommodations for disabled students, and the intersection of tactile perception with academic performance. Recent work highlights disparities in standardized testing for visually impaired students and proposes tactile-based interventions. No scientific awards were explicitly mentioned in the provided information. Dr. McKerracher's clinical practice and teaching involve close collaboration with schools and educational institutions to implement evidence-based practices.

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Kelly Burgoyneمشاهده پروفایل

مدرس ارشد

The University of ManchesterUnited Kingdom

Kelly Burgoyne is Senior Lecturer in Psychology and Education at University of Manchester. Develops evidence-based interventions for children with language disorders including Reading and Language Intervention (RLI) for Down syndrome and Parents and Children Together (PACT) program. Research Focus: Language/reading development in Down syndrome, randomized trials of educational interventions, cognitive foundations of learning. Co-leads Cognition and Language in Education research group. Teaching: BSc/MSc Educational Psychology programs with focus on developmental disorders and inclusive education. Research highlights retrieval practice benefits for word learning in Down syndrome.

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David Gearyمشاهده پروفایل

استاد

University of Missouri , ColumbiaUnited States

David Geary is a Professor of Psychological Sciences at the University of Missouri, holding additional titles as Adjunct Professor and Curator’s Professor. He is affiliated with the Department of Psychological Sciences within the College of Arts and Science. His research focuses on cognitive development, evolutionary psychology, and mathematics education, with an emphasis on sex differences in cognition and academic achievement. Geary’s work spans theoretical and applied domains, including the evolution of human cognitive abilities, the impact of environmental factors on learning, and the intersection of neuroscience with educational outcomes. He has contributed to understanding how biological and cultural factors shape academic performance and gender disparities in STEM fields. His research interests also include mitochondrial functions and their links to intelligence, as well as the role of social and evolutionary pressures in cognitive development. Geary has published extensively on topics such as academic anxiety, spatial abilities, and the design of effective educational interventions. Notable achievements include the Curator’s Professor title, an honor reflecting his scholarly contributions. His work has addressed controversial topics like the gender-equality paradox in academic strengths and the evolutionary basis of sex differences in brain and behavior. Geary collaborates with students and colleagues on projects that bridge psychology, education, and biology, fostering interdisciplinary innovation. His lab, focusing on Evolution and Cognitive Development, explores how evolutionary principles inform modern educational practices and cognitive theories.

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Marco Ennemoserمشاهده پروفایل

استاد

Ludwigsburg University of EducationGermany

Prof. Marco Ennemoser holds a W3 Professorship for Psychology and Diagnostics at the Pädagogische Hochschule Ludwigsburg. He previously served as a W3 Professor at Justus Liebig University Giessen since 2016 and held a Junior Professorship there. His roles include Dean (Member Faculty III), Dean Finance Committee for Studies and Teaching, and ex officio member of the QM Steering Group and Senate. He studied and earned his doctorate at the University of Würzburg under Prof. Wolfgang Schneider. His research focuses on evidence-based language support in early childhood education, diagnostics of mathematical and reading competencies, and inclusive education strategies. Key projects include InDiMath (BMBF-funded, 2021–2024), exploring basic mathematical skill diagnostics in secondary schools, and studies on dialogic reading’s impact on language development. He has led projects on mathematical language conventions, social exclusion in language-impaired children, and diagnostic tools like LGVT 5-12+ and DEMAT series. He coordinates the SchuLE office for school learning support and evaluation. His work emphasizes practical applications of diagnostics in diverse educational settings, including special education and inclusive schools. Notable collaborations include projects with Prof. Kristin Krajewski and funding from BMBF and DFG.

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Esther Henschenمشاهده پروفایل

پژوهشگر

Ludwigsburg University of EducationGermany

Dr. Esther Henschen is a Researcher and Member of the Institute of Mathematics II, affiliated with Ludwigsburg University of Education (implied by address). She serves as an Employee at the Counseling Center for Children with Learning Difficulties in Mathematics and as the BAFÖG representative for Early Childhood Education programs. Her work focuses on peer interactions in play-based learning, particularly in kindergarten settings. Her research emphasizes mathematical learning through block play and peer interactions, analyzing sociomathematical norms and collective problem-solving processes. Collaborations include projects with Anna-Marietha Vogler (Martin Luther University Halle). Publications highlight the role of play in early mathematical development, with studies on argumentation structures, peer cultures, and material utilization in educational contexts. Her work bridges pedagogy, psychology, and mathematics education, informing practices for educators and caregivers.

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Lauren Dialمشاهده پروفایل

استادیار

California State University, FresnoUnited States

Lauren Dial is an Assistant Professor in the Department of Psychology at California State University, Fresno . Her research focuses on children's food cognition , emotional eating behaviors , and cultural influences on dietary perceptions . Education : BA from San Diego State University-IV, MA and PhD in Developmental Psychology from Bowling Green State University Dr. Dial investigates how individuals conceptualize food in relation to health and identity , with particular emphasis on developmental stages and family dynamics . Her work spans both pediatric and adult populations. Recent publications analyze meal presentation impacts on psychological distress , pandemic-induced parenting changes , stigma in eating behaviors , and mindfulness interventions for food-related anxieties. Key methodologies include cross-sectional studies and mixed-methods analysis . Her research program integrates developmental psychology with nutritional science , examining how cognitive development and social context shape eating behaviors across lifespans. No scientific awards were mentioned in available records.

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Hong Niمشاهده پروفایل

استاد

California State University, FresnoUnited States

Professor Hong Ni is a faculty member in the Department of Psychology at California State University, Fresno, specializing in school psychology and multicultural education. Her roles include teaching courses such as Multicultural Psychology, Cognitive Behavioral Therapy in School Settings, and leading research initiatives. She holds a PhD from the University of Nebraska-Lincoln and prior academic experience at Nanjing University, China. Dr. Ni’s research focuses on resilience promotion in schools, cultural adaptation of educational systems, and bilingual school psychology training. She has pioneered initiatives like the School Psychology Series Online Forum under the Association of Chinese Helping Professionals and Psychologists—International (ACHPPI), and led the Mandarin Bilingual School Psychology Taskforce under NASP. Her work emphasizes systemic approaches to student well-being and culturally responsive interventions. Her teaching portfolio includes courses addressing at-risk youth, multicultural psychology, and evidence-based interventions. She has contributed to over 15 peer-reviewed articles and book chapters since 2012, focusing on cross-cultural comparisons, resilience factors, and educational policy. Dr. Ni’s professional service includes roles in the California Consortium of Bilingual School Psychology and NASP committees, advancing bilingual competence frameworks.

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Crystal Goldynمشاهده پروفایل

دانشیار

Mount Aloysius CollegeUnited States

Dr. Crystal Goldyn is an Associate Professor in the Science & Mathematics Department at Mount Aloysius College, joining in 2014. She teaches Genetics, Microbiology, and Anatomy and Physiology courses. Her research focuses on morphological and biochemical characterization of ubiquitin specific proteases (UBPs) in Arabidopsis thaliana, combining bioinformatic/phylogenetic analyses with experimental techniques like plasmid construction, mutagenesis, and protein purification. Education: B.S. in Biology (University of Pittsburgh), Ph.D. in Genetics and Developmental Biology (West Virginia University). Research Interests: Investigates UBP conservation/divergence across species, gene domain functionality, and post-translational modifications. Utilizes techniques including genotyping, southern blotting, SDS-PAGE, and plant transformation. Committed to pedagogical excellence in biology education, emphasizing student engagement and lifelong learning.

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Jacqueline M Fisherمشاهده پروفایل

استادیار

Mercy UniversityUnited States

Jacqueline M Fisher is an Assistant Professor of Psychology at Mercy University's School of Social and Behavioral Sciences. She joined in 2022 after prior roles in non-profit mental health research, advocacy, and teaching in New York City-area institutions. Her research focuses on the long-term effects of childhood trauma, evaluating community programs for youth, and collaborating with schools, juvenile justice agencies, and behavioral health organizations. She emphasizes researcher-practitioner partnerships to bridge academic and applied work. Dr. Fisher teaches courses in Forensic Psychology (e.g., Introduction to Forensic Psychology, Eyewitness Memory), lifespan development, and experimental psychology. Her pedagogical approach incorporates real-world examples, evidence-based methods like project-based learning, and formative assessment to enhance student self-efficacy in research and statistics. Her research explores topics such as childhood trauma’s impact on adulthood mental health, substance use interventions for justice-involved youth, and school-based social-emotional learning programs. Recent work highlights interdisciplinary approaches addressing public health challenges like pandemic-related school closures and HIV/STI testing gaps. Dr. Fisher has contributed to collaborative multi-site studies assessing program efficacy and implementation frameworks. Though no scientific awards are listed, her scholarship reflects a commitment to applied research with tangible community impacts. No students or grant details are disclosed in available texts. She actively collaborates with community-based organizations to design and evaluate interventions, reflecting her belief in translational research addressing systemic challenges in mental health and juvenile justice.

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Matthew G. Niepielkoمشاهده پروفایل

استادیار

Kean UniversityUnited States

Dr. Matthew G. Niepielko is an Assistant Professor of Computational Biology at Kean University in the Dorothy and George Hennings College of Science, Mathematics and Technology. He coordinates the Group Summer Scholars Research Program (GSSRP) for high school students and leads the Niepielko Lab, which explores molecular mechanisms regulating animal development and fertility using Drosophila as a model system. Ph.D., Computational and Integrative Biology, Rutgers University (2014) NIH-funded postdoctoral research at Princeton University (2016) His research focuses on germ granule composition, mRNA regulation, and evolutionary developmental biology. Notably, he discovered mechanisms linking germ granule diversity to reproductive fitness and developed computational-biological hybrid methods for studying cell polarity and gene expression dynamics. Recent publications highlight his work on Drosophila germ granule evolution, RNA helicase functional motifs, and AI-driven pollen imaging. His lab investigates how germ granule mRNA content affects fertility and evolutionary trajectories, supported by NIH and NSF CAREER grants. Ruth L. Kirschstein National Research Service Award (2016) NIH Academic Research Enhancement Award (2021) NSF CAREER Award (2023) Kean Faculty Innovation in Teaching Award (2025) The Niepielko Lab actively trains undergraduate researchers and collaborates on STEM education initiatives like NJ-RAISE. His teaching includes bioinformatics, probabilistic methods, and living systems courses.

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Joseph Kushمشاهده پروفایل

استادیار

James Madison UniversityUnited States

Joseph Kush is an Assistant Professor of Graduate Psychology at the Center for Assessment and Research Studies (CARS) within James Madison University's College of Health and Behavioral Studies . He joined JMU in 2022 and holds a Ph.D. in Research, Statistics, and Evaluation from the University of Virginia (2021) and a B.S. in Psychology from Syracuse University (2016). Research Interests : Moderated Nonlinear Factor Analysis Propensity Score Methods for Causal Inference Multilevel Structural Equation Modeling His work focuses on quantitative psychological and educational assessment, with recent publications addressing impulsivity interventions, educational equity, statistical modeling, and pandemic impacts on educators. Trends in his research highlight methodological rigor in integrative data analysis and equity-centered educational reform. Scientific Awards : 2024 Provost Award for Excellence in Scholarship and Research 2024 Outstanding Junior Faculty (College of Health and Behavioral Studies) Contact: kushjm@jmu.edu

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Douglas G. Wrenمشاهده پروفایل

استاد مدعو

Old Dominion UniversityUnited States

Douglas G. Wren, Ed.D. serves as an Adjunct Professor in the Darden College of Education & Professional Studies at Old Dominion University. His primary focus is on educational assessment methodologies, particularly in elementary education and gifted education contexts. He holds an Ed.D. in Elementary Education from the University of Georgia (2000). Dr. Wren’s research interests center on developing and validating performance-based assessments, formative assessment practices, and measuring non-cognitive factors like test anxiety in children. His work emphasizes practical applications to improve instructional strategies and equitable selection processes in education. His publications span three decades, with recent work addressing mathematics performance assessment parameters, gifted student selection policies, and the integration of 21st-century skills into curricula. Earlier contributions include foundational research on test anxiety measurement instruments and medical student wellness patterns. Dr. Wren’s expertise bridges theory and practice, with a focus on curriculum alignment, balanced assessment systems, and data-driven instructional improvements. His current activities at ODU involve supporting academic affairs initiatives through instructional faculty contributions.

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Julia Welbergمشاهده پروفایل

پژوهشگر

University of MünsterGermany

Julia Welberg is a researcher and doctoral candidate in physics education at the University of Münster’s Institute for Physics Education. She holds a Master of Education in physics and mathematics (2020) and a Bachelor of Science in the same fields (2017). Her research focuses on learners' cognitive styles (empathizing vs. systematizing thinking), digital tools in physics education, and curriculum development. She has contributed to federally funded teacher training initiatives like the WWU Quality Initiative and Creative Days program (since 2018). Employment Timeline: Doctoral Research Assistant (2020–2025) Substitute Physics Teacher (2019–2020) Current Traineeship for Grammar School Teaching (2025) Her work bridges pedagogical theory and practice, emphasizing empirical studies on student motivation, gender influences in STEM, and effective use of digital media. Recent projects include developing German-language empathy/systemizing measurement tools and analyzing factors influencing physics study choices. Publications span over 15 peer-reviewed articles since 2020, addressing topics like learning task design in e-courses, visualization techniques, and differentiated classroom strategies. She collaborates with institutions like Springer Spektrum and Waxmann Verlag on pedagogical publications.

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Christine Robinsonمشاهده پروفایل

دانشیار

Edith Cowan UniversityAustralia

Associate Professor Christine Robinson is a prominent academic in Early Childhood Education at Edith Cowan University's School of Education. With extensive leadership experience, she previously served as Associate Dean (Research) at the University of Notre Dame Australia's Faculty of Education and coordinated early childhood programs there for over a decade. Her career spans teaching in Catholic schools, holding roles like Assistant Principal, and leading research teams. She specializes in early childhood development, play-based pedagogies, and spirituality in education, with a focus on holistic and faith-based approaches. Her research employs qualitative methodologies like Interpretative Phenomenological Analysis (IPA). Education: Doctor of Philosophy, University of Notre Dame Australia (2017) Research Interests: Christine's work explores the intersection of spirituality and education, particularly in Catholic contexts. She investigates how play and outdoor activities foster holistic child development, and advocates for policies that support educator well-being and faith-based pedagogy. Recent projects include analyzing NAPLAN's impact on teaching practices and promoting spiritual capabilities in early childhood. Awards: 2019 Australian Awards for University Teaching (AAUT) Citation 2019 Education Publishers Awards Australia 2017 Vice Chancellor’s Award for Initiatives Enhancing Student Learning Advising & Grants: Leader of the 'Leading for Leaders in the Early Years' project ($32,629 grant, 2025–2027). She also coordinates the G.R.A.C.E initiative, fostering international collaboration in early childhood education. Though currently listed as having no active student supervisions, her research frequently engages pre-service teachers in reflective practices. Labs/Teams: Convenor of G.R.A.C.E (Global Research and Action Collective in Education) and advisor to Melbourne Catholic Education and OMEP. She contributes to the Partners in Literacy and Numeracy (PLaN) initiative at ECU.

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John O’Rourkeمشاهده پروفایل

مدرس ارشد

Edith Cowan UniversityAustralia

Dr. John O’Rourke is a Senior Lecturer at the School of Education, Edith Cowan University (ECU), specializing in inclusive education, well-being, and educational technology. He holds a PhD from the University of Western Australia (2005) and has extensive experience in secondary teaching and enabling education program coordination. His research focuses on inclusive pedagogy, happiness in education, and digital tools for diverse learners. He has received the Vice Chancellor’s award for Teaching and Learning and leads projects funded by organizations like Sensorium Theatre and the Office for Learning and Teaching. Education Background: Doctor of Philosophy (2005), University of Western Australia Bachelor of Education (Honours) (1993), University of Western Australia Diploma in Education (1992), University of Western Australia Bachelor of Business (1985), Western Australian Institute of Technology Research Interests: Inclusive education strategies for neurodiverse and disabled students Technology-enhanced learning (digital games, apps) Well-being and happiness in educational settings Curriculum design for enabling programs Article Trends: His recent work addresses aging challenges in academia, neurodiverse relationship dynamics, assistive communication apps for autism, and inclusive practicum experiences. Earlier studies focused on game-based learning, education assistant roles, and university inclusion policies. Awards: ECU Vice Chancellor’s Teaching and Learning Award Advising & Grants: Supervised 9 postgraduate students (PhD/MEd) on topics like mindfulness in schools, autism communication, and inclusive PE. Led over $100k in grants including ‘Arts-based pedagogy’ (2017–2018) and ‘Enabling retention strategies’ (2010–2013). Labs/Partnerships: Collaborates with Sensorium Theatre on multisensory storytelling and the National Association of Enabling Educators of Australia. Also involved in Partners in Literacy and Numeracy (PLaN) at ECU.

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