جست‌وجوی استاد و پژوهشگر

Adam Pactonمشاهده پروفایل

عضو هیئت علمی

• Composition Theory
• Pedagogy
• Writing Program Administration
• +۸ مورد دیگر

Adam Pacton is an Associate Teaching Professor at Arizona State University's College of Integrative Sciences and Arts, where he serves as the Dean's Fellow for AI Literacy and Integration and the English 105 Course Coordinator in the Writers' Studio. He has been at ASU since January 2016, contributing significantly to online education through MOOCs and innovative writing instruction. Ph.D. in Rhetoric and Composition, University of Wisconsin-Milwaukee (2015) M.A. in English, East Tennessee State University (2009) B.A. in Philosophy, Marquette University (2001) His research and teaching focus on bridging personalization and scale in writing instruction. Key areas include composition theory, pedagogy, writing program administration, disability studies, and multimodal composition. He is deeply engaged in online, hybrid, and MOOC-based education, emphasizing accessibility and innovation. His recent publications and presentations reflect a strong interest in scalable writing instruction, grammar pedagogy, and inclusive composition practices. Themes across his work include educational access, peer tutoring, and the integration of technology in writing education. ASU President's Award for Innovation (2017, 2021) Society for Disability Studies Tanis Doe Prize (2013) University of Wisconsin-Milwaukee Distinguished Graduate Student Fellowship (2013) James A. Sappenfield Fellowship (2012) Dr. Pacton has advised on the development of Study Hall and Crash Course YouTube playlists and has served on multiple university committees related to composition and faculty hiring. He is also active in editorial roles, including as a reviewer for Pedagogy and copyeditor for Queen City Writers . He leads initiatives in writing assessment and curriculum development, particularly in large-scale and online contexts. He has coordinated writing programs at multiple institutions and is involved in the assessment redesign and online composition instruction. His service includes leadership in writing centers, curriculum committees, and faculty development workshops.

LI-JEN KUOمشاهده پروفایل

دانشیار

• Bilingual Education
• Literacy Development
• Cognitive Science of Learning
• +۳ مورد دیگر

Dr. Li-Jen Kuo is an Associate Professor in the Department of Teaching, Learning & Culture at Texas A&M University (TAMU). She holds a Ph.D. in Cognitive Science of Teaching & Learning from the University of Illinois at Urbana-Champaign, along with M.A. degrees in Linguistics and Language Learning & Policy from UIUC and Stanford University, respectively. Her research focuses on cross-linguistic literacy, bilingual education, and cognitive aspects of learning. She directs the TAMU World Languages Academy and Teacher Academy, emphasizing multilingual education and teacher development. Key projects include the Cross-Linguistic Literacy & Cognition Research Group and editorships in Reading Research Quarterly and International Journal of Bilingual Education . Dr. Kuo has advised numerous doctoral students and led search committees for literacy/ESL faculty roles. Her awards include the Fulbright-Hays Fellowship (2024-2025) and the National Academy of Education/Spencer Postdoctoral Fellowship (2008-2010). Her work bridges theory and practice, examining interventions for ELLs, technology integration, and bilingual cognitive development.

• Inclusive Education
• Special Education
• Pedagogy for Intellectual Disabilities
• +۵ مورد دیگر

Dr. Judith Riegert is a Research Associate at the Humboldt University of Berlin, Faculty of Humanities, Social Sciences, and Education, working at the Institute of Rehabilitation Sciences in the Department of Education for People with Intellectual Disabilities. She has been in this position since October 2016, with previous experience as Research Associate and Program Coordinator at the same institution. Her academic journey includes serving as Deputy Professor at Leibniz University Hannover (2016-2018) and as a Visiting Professor at Humboldt University (2019). 1997-2002: Studies at Justus Liebig University of Giessen and Heidelberg University of Education 2003-2004: Traineeship at Seminar for Didactics and Teacher Training Heidelberg 2004-2006: Special education teacher at Carl Orff Special School 2012: Completed doctorate (Dr. phil.) at Humboldt University Dr. Riegert's research focuses on educational theory questions in intellectual disability contexts, trans- and intermediality in inclusive literature teaching, pedagogical professionalization for inclusive subject teaching, and participation of adults with severe disabilities. Her work bridges theoretical frameworks with practical classroom applications, examining how to create meaningful learning experiences across subject areas while maintaining academic rigor. She investigates the tension between educational standards and individualized instruction, particularly in German, history, and mathematics education. Her recent publications demonstrate a strong focus on participation frameworks for people with severe disabilities, inclusive teaching methodologies across subject areas, and the development of pedagogical approaches that bridge educational theory and classroom practice. Her work consistently addresses the challenge of maintaining subject integrity while adapting instruction to diverse learning needs. November 5, 2014: Prize for Good Teaching 2014 from Humboldt University's Faculty of Humanities, Social Sciences and Education February 16, 2016: Honorary certificate from Polytechnische Gesellschaft Foundation for the 'Animals in Numbers' project Dr. Riegert provides academic advising for special education and primary school teaching students (surnames He to Z), supervises bachelor's and master's theses, and offers consultation hours both in person and via Zoom. Her advising focuses on supporting students in the M.Ed. program, particularly addressing application concerns and transcript issues. As a member of the German Society for Educational Science (DGfE), she contributes to research teams examining inclusive education methodologies and implementation of inclusive practices across educational settings.

Cristina Trainaمشاهده پروفایل

استاد

• Christian Feminist Ethics
• Catholic Ethics
• Moral Agency
• +۴ مورد دیگر

Cristina Traina is Professor of Theology at Fordham University, specializing in Christian feminist ethics with a focus on Catholic tradition. Holding a Ph.D. from the University of Chicago Divinity School, she previously taught at Northwestern University for nearly three decades. Her research examines moral agency, sexuality, childhood ethics, bioethics, and social justice through intersectional frameworks. Her scholarly publications demonstrate consistent focus on reforming theological ethics through feminist perspectives. Recent works explore moral agency in children, vulnerability studies, and inclusive ecclesiology. Article trends show engagement with LGBTQ+ inclusion, environmental ethics, reproductive justice, and structural evil. Active in professional societies, she has served as President of the Society of Christian Ethics and contributes to the Catholic Theological Society of America and American Academy of Religion. She advises New Ways Ministry and writes for their Bondings 2.0 blog on Catholic LGBTQ+ issues.

Stine Eileen Torp Løkkebergمشاهده پروفایل

استاد

• Medical Communication
• Self-Critical Emotions
• Death and Dying
• +۳ مورد دیگر

Stine Eileen Torp Løkkeberg is a Professor at the Department of Welfare, Management and Organisation, Østfold University College. She holds a PhD in Social Psychology from the University of Kent (2016) and a Master in Nursing Science from the University of Oslo (2007). Her research focuses on medical communication, self-critical emotions, and end-of-life care, with a particular interest in chronic illnesses like MS and inflammatory bowel disease. She leads a labgroup studying domestic violence and emotions and teaches courses on domestic violence, sexual abuse, and bachelor thesis writing. Her academic roles include co-supervising PhD students Ingunn Johansen (inflammatory bowel disease) and Siv Vea Grønneberg (ADHD), and supervising master’s students at the University of Agder. She is affiliated with research groups such as HEKS, DigiHealth, and OCHER Medical Communication. Awards: None explicitly listed. Publications span medical communication, healthcare ethics, and digital interventions, with recent work on digital violence in teen relationships (2023) and ADHD narratives (2024). She actively reviews for journals like Cognition and Emotion and Frontiers in Psychology . Her research also explores the emotional impact of breaking bad news to patients and healthcare professionals’ strategies in palliative care. She collaborates on interdisciplinary projects, including studies on music therapy for dementia patients and self-tracking health technologies.

• Clinical Child Psychology
• Developmental Psychopathology
• Eyewitness Memory
• +۱۲ مورد دیگر

Elisa Krackow is an Associate Professor in the Department of Psychology at West Virginia University, where she directs the Memory and the Law Lab. Her research integrates clinical, developmental, cognitive, and forensic psychology to study eyewitness memory, suggestibility, false memories, and juror perceptions, with a focus on children and legal applications. Dr. Krackow earned her Ph.D. from Binghamton University, State University of New York. She completed a predoctoral internship at the University of Illinois at Chicago and a postdoctoral fellowship at the University of Illinois at Urbana-Champaign. Her research interests lie at the intersection of memory and the legal system, particularly in how children recall events, the impact of suggestive questioning, and the development of interventions like Event Report Training to improve eyewitness accuracy. She also investigates the cognitive mechanisms behind false and recovered memories, the role of emotion in memory, and childhood depression with a focus on cognitive biases and intergenerational transmission. Her work has important implications for forensic interviewing, child protection, and legal policy. The 15 most recent publications reflect a consistent focus on applied memory, child eyewitness testimony, false memory creation, and interventions. The research spans cognitive, clinical, developmental, and forensic domains, often using experimental and narrative methods to explore memory accuracy, suggestibility, and emotional influences. Dr. Krackow's research has been supported by funding from NIH/NICHD, the Society for the Psychological Study of Social Issues (SPSSI), and the American Psychology-Law Society (AP-LS). She mentors graduate students in the Clinical Child doctoral program, including Benjamin Thomas, Victoria DiSciullo, and Emily Deming, who are engaged in research on juror perceptions, juvenile justice, child memory, and traumatic recall. Her lab provides training in high-quality research design across multiple psychological subfields. She teaches courses such as Child and Adolescent Development, Behavior Pathology, Behavioral and Psychological Assessment, and Clinical Child Psychology Practicum. Her lab, the Memory and the Law Lab, focuses on applied research with real-world implications for psychology, law, and child welfare.

• Developmental Psychology
• Autism Spectrum Disorder
• Child Development
• +۳ مورد دیگر

Jennifer Grandits is a Principal Lecturer in the Department of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds a PhD in Developmental Psychology from the University of Connecticut (2013), along with a Quantitative Research Methods Certificate, MA in Developmental Psychology (2010), and dual BA degrees in Psychology and Sociology from the University of Virginia (2007). Her research focuses on autism spectrum disorder interventions, implicit biases in healthcare, and aging workforce adaptation. She teaches courses in experimental psychology and lifespan development. Key research themes include sensory-based interventions for autism, cross-cultural stigma analysis, and leveraging machine learning for predictive modeling in health contexts. Her work bridges developmental psychology with practical applications in education and clinical settings. Expertise areas: Neurodiversity, child development, applied statistics Recent projects involve collaborations with autistic communities in curriculum design Teaching responsibilities include foundational psychology courses and advanced lifespan development studies. Her CV highlights contributions to inclusive education programs and technology adoption initiatives for older adults.

• Second Language Acquisition
• Educational Psychology
• Emotional Dynamics in Learning
• +۳ مورد دیگر

Elouise Botes is a Postdoctoral Researcher in the Department of Behavioural and Cognitive Sciences at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. Her work focuses on emotions in language learning, parenting dynamics, and the psychological underpinnings of educational outcomes. She investigates constructs such as foreign language anxiety, motivation, and the interplay between personality traits and language acquisition. Her research employs mixed-methods approaches, including meta-analyses, scale development, and longitudinal studies. Her research interests span Second Language Acquisition (SLA), Educational Psychology, and Parent-Child Relationships. Key areas include: (1) Emotional dynamics in language classrooms (e.g., enjoyment, anxiety, boredom), (2) Predictors of language learning success (e.g., grit, dark triad traits, mindset), and (3) Parental involvement mechanisms impacting child development. She has contributed to validated instruments like the Parental Grit Scale and short-form Foreign Language Enjoyment/Anxiety Scales. Recent work highlights trends in emotion regulation strategies among educators, cross-cultural comparisons of teacher well-being, and the role of congruent emotions between teachers and learners. Her 2025 studies emphasize moderated effects of skill level on motivational attitudes and the bidirectional impacts of imposter syndrome in language learners. She also explores Western bias in educational psychology publishing and the validation of new assessment tools for parenting dynamics. While no specific awards are listed, her prolific publication record indicates sustained contributions to language education and family psychology. Her work often addresses applied aspects of theory, offering practical insights for educators and policymakers. Current affiliations include the Maison Sciences Humaines research facility in Esch-sur-Alzette.

Sharon M. Ravitchمشاهده پروفایل

استاد

• Leadership Development
• Organizational Psychology
• International Development
• +۵ مورد دیگر

Sharon M. Ravitch is a Professor at the University of Pennsylvania’s Graduate School of Education. She holds additional roles as a Fulbright Fellow (2023–2024), a GIAN Scholar with the Government of India, and a Social Impact Design Fellow at Anant National University in Ahmedabad, India. Her work focuses on integrating Indigenous knowledge systems with sustainable climate and livelihood innovations through strategic networks. She co-founded the Eighth Fire Collective, an Indigenous-led platform connecting businesses with Tribal teams for sustainable solutions, and leads Semillas Digitales, an education program in coffee-producing regions of Nicaragua and Guatemala emphasizing holistic pedagogy and community partnerships. Dr. Ravitch earned two Master’s degrees from Harvard University in Human Development and Psychology and Education, mentored by Dr. Carol Gilligan. She completed her doctorate at the University of Pennsylvania in an interdisciplinary program combining anthropology and education. Her research spans global leadership, organizational diagnostics, and culturally inclusive excellence, with a focus on adaptive leadership, cross-sector collaboration, and participatory methods. She teaches executives at Wharton’s Executive Education hub and designs leadership development programs across sectors. Her publications emphasize leadership mindsets, adaptive systems, and equity frameworks. She is currently finalizing books on Arab American identity and organizational designs for new workscapes. Ravitch’s awards highlight her dedication to fostering supportive educational environments and her contributions to leadership research. As a Principal Investigator, her work bridges research and practice, addressing systemic challenges through innovative educational and organizational strategies. She collaborates internationally, advocating for sustainable, trauma-informed approaches and data sovereignty in storytelling and assessment.

• Speech Processing
• Early Language Development
• Dyslexia
• +۳ مورد دیگر

Dr. Gesa Schaadt is a postdoctoral research scientist at the Clinic of Cognitive Neurology , University of Leipzig, affiliated with the Medical Faculty . Holding a PhD in Psychology from Humboldt-Universität zu Berlin, her work focuses on the neurocognitive mechanisms underlying speech processing and language development in children, particularly those with writing difficulties and dyslexia. She has held research positions at both Humboldt-Universität and the Max Planck Institute for Human Cognitive and Brain Sciences. Education AS-Level (Psychology, Biology, Mathematics, Spanish), King Edward VI Sixth Form College (2003) University Entrance Certificate (Advanced Courses: English, Biology), Rübekamp School (2005) Diploma in Psychology (Cognitive Psychology), Humboldt-Universität zu Berlin (2011) Doctor of Psychology (Dr. rer. nat.), Humboldt-Universität zu Berlin (2016) Research Interests encompass visual-auditory speech integration, developmental language disorders, and the hormonal impacts on language acquisition during 'mini-puberty'. Her work bridges cognitive psychology and clinical neurology, utilizing neuroimaging and behavioral methods. Scientific Awards include fellowship support during her PhD studies at the Max Planck Institute for Human Cognitive and Brain Sciences (2011-2013). Current Work investigates neurocognitive pathways in language development and disorders, combining insights from cognitive psychology and neurology.

• Children's social and emotional development
• Peer Play
• Gender & Equalities
• +۳ مورد دیگر

Dr. Alison Lacey is a Research Fellow at the University of Sussex's School of Education and Social Work, specializing in qualitative longitudinal methods. She leads projects like the national evaluation of A Better Start and research on marginalized family voices during crises, earning recognition through the 2024 University of Sussex Research Culture Award. Current affiliations: University of Sussex, CRESS Lab Previous roles: Parliamentary Office of Science and Technology, Doctoral Tutor at Sussex Education: PhD in Psychology (2023), MSc in Experimental Psychology (2017), MA in Creative & Critical Writing (2011) Her research focuses on children's social-emotional development , peer play dynamics , and applied policy evaluation . Recent work examines pandemic impacts on education and inclusive research methodologies for underrepresented groups. Scientific accolades include the 2024 award for ethical research innovations and AFHEA certification (2020). She has co-authored studies on teacher well-being during lockdowns, parent-child pandemic adjustment, and policy evaluation frameworks. Teaching activities span postgraduate modules in Digital Childhoods and Applied Child Psychology , alongside undergraduate research methods instruction. She contributes to the CRESS Lab's collaborative network and advocates for gender equality in educational settings.

• Communication
• Rhetoric
• Writing Studies
• +۵ مورد دیگر

Melissa Ianetta is the Class of 1958 Professor of Communication and Executive Director of the Writing and Communication Program at the School of Literature, Media, and Communication, Georgia Institute of Technology . She has co-authored foundational texts like The Oxford Guide for Writing Tutors and received awards for editorial and leadership excellence. Education: PhD in Rhetoric and Composition, The Ohio State University Her research focuses on disciplinarity , peer tutoring , writing program administration , and academic editing , with a strong emphasis on rhetoric, communication, and pedagogical innovation. Her recent work explores postdoctoral teaching fellowships in English Studies and classical rhetorical models in writing center administration. Scientific Awards: Phoenix Award for Significant Editorial or Design Achievement (Writing Center Journal) Ron Maxwell Leadership Award (National Council for Peer Tutoring in Writing, 2020) Marion Barry Distinguished Graduate Alumni Award (Bridgewater State University, 2020) Assistant Chair of the Conference on College Composition and Communication (2024-2025) Dr. Ianetta has edited College English (2017-2022) and co-edited the Writing Center Journal . She teaches courses on peer tutoring and first-year writing seminars, integrating empirical research with writing culture. Her work bridges classical rhetoric, modern pedagogy, and interdisciplinary collaboration.

• Education Policy
• Equity in Education
• Research Methods
• +۳ مورد دیگر

Professor Stephen Gorard is a leading academic in education and public policy at Durham University, serving as Director of the Durham University Evidence Centre for Education (DECE) and holding a Professorship in the School of Education. He is also a Fellow of the Wolfson Research Institute for Health and Wellbeing and has held senior roles at Cardiff, York, and Birmingham universities. His work focuses on equitable and effective education evaluation, with over £20 million in external funding and extensive advisory roles in government and international bodies. Education: Bachelor's in Psychology with Statistics (University College London) PGCE in Mathematics and Computing (University of London Institute of Education) Masters in Education Management (Cardiff University) PhD in Social Sciences (Cardiff University) Research Interests: Equity and effectiveness in lifelong education, robust research methods, evidence-based policy, and addressing educational disadvantage through interventions like contextual admissions and Pupil Premium analysis. His work bridges theory and practice, emphasizing rigorous methodologies and policy impact. Publications & Awards: Over 1,000 books and papers, including landmark studies like Creating a Learning Society . Recognized with awards such as the Emerald Literati Prize and Society of Educational Studies Book Prize. His 2018 article on grammar schools remains the most downloaded in its journal. Grants & Advisory Roles: Advisor to UK government departments, the EU Horizon 2020 program, and international agencies. Led projects on teacher shortages, educational equity, and systemic reforms. His grants include funding from ESRC, British Academy, and international bodies like Kazakhstan's National Center for Science. Labs/Teams: Director of DECE, a hub for evidence-based education policy research. Collaborates globally on projects like the International Approach to Developing Early Career Researchers .

Josie Clowneyمشاهده پروفایل

دانشیار

• Neural Circuits
• Developmental Neuroscience
• Chemosensory Systems
• +۳ مورد دیگر

Josie Clowney is an Associate Professor in the Department of Molecular, Cellular, and Developmental Biology at the University of Michigan, where she has held faculty position since 2017. Her research investigates the genomic algorithms that construct neural circuits during development, using Drosophila as a model to study how chemosensory systems drive both instinctual behaviors and learning. She teaches Bio 172 and an upper-level seminar on cellular diversity and scientific writing, and mentors graduate students through MCDB, CMB, NGP, and BIOINF PhD programs. Her educational background includes: Ph.D. in Biomedical Sciences (2012) from the University of California, San Francisco B.S. in Cellular and Molecular Biology (2005) from the University of Michigan, where she conducted research with Cunming Duan Clowney's research centers on understanding how definitive neuronal parameters are encoded in genomic information and translated into cellular architectures. Her lab hypothesizes that developmental algorithms for learning circuits versus instinctual circuits differ fundamentally in their genomic requirements, with chemosensory circuits serving as key models. Using fruit flies for their tractable brain organization, her work bridges computational principles and biological implementation to uncover universal brain organization rules. Analysis of her 15 most recent publications (2016-2025) reveals consistent focus on Drosophila mushroom body development, neural sexual differentiation, and spatial constraints in circuit formation. Key themes include non-deterministic mechanisms diversifying cell surface expression, chromatin dynamics in circadian regulation, and how input density tunes sensory responses. Her work integrates genomics, neuroanatomy, and behavior to model how compact genomic information generates complex neural architectures. No scientific awards were mentioned in the provided text. Dr. Clowney advises graduate students through multiple PhD programs at the University of Michigan, though specific student names and grant details are not provided in the source material. Her teaching includes foundational undergraduate coursework and advanced seminars emphasizing scientific writing. The active publication record spanning 2016-2025 indicates sustained research funding supporting her lab's investigations into neural circuit development. The Clowney Lab, housed in the Biological Sciences Building (4218 BSB), employs Drosophila genetics and neuroanatomical techniques to dissect developmental algorithms of brain wiring. Current projects explore how spatial constraints structure learning circuits, mechanisms of neural sexual differentiation, and the genomic encoding of circuit diversity. The lab collaborates within Michigan's neuroscience community through the Program in Biology and participates in interdisciplinary initiatives studying brain evolution and function.

Montserrat Celdran Castroمشاهده پروفایل

دانشیار

• Psychogerontology
• Aging Psychology
• Developmental Psychology
• +۵ مورد دیگر

Montserrat Celdran Castro is an Associate Professor at the University of Barcelona's Faculty of Psychology, affiliated with the Department of Cognition, Development and Educational Psychology. She specializes in Psychogerontology, focusing on aging processes and societal roles of older adults. Her work integrates interdisciplinary approaches to study late-life development, intergenerational relationships, and elderly social inclusion. Education: Holds a Degree in Psychology (2002) and a Doctorate in Educational Psychology (2008) from the University of Barcelona. Research focuses on active aging, mental health in later life, LGBTQ+ elderly care, and technology use among seniors. She leads projects funded by the Catalan Government (AGAUR) and the Spanish Ministry of Science. Research projects include examining barriers faced by LGBTQ+ elderly in care settings, dementia caregiver experiences, and proactive participation through blogging. She co-authored books on adult development and aging, and has published in journals like Sexualities and International Journal of Environmental Research and Public Health . Teaching roles include courses on Developmental Psychology (Undergraduate) and Master's programs on Normal/Pathological Cognitive Aging and Social Gerontology. She co-directs the GIDPsiDe educational innovation group focusing on developmental psychology teaching methods. Engaged in civic activities as patron of the Fundació Amics de la Gent Gran and member of EIMA, addressing elderly mistreatment and social exclusion. Her work bridges academic research with societal impact through policy advocacy and community engagement.