جست‌وجوی استاد و پژوهشگر

Heather B. Cunninghamمشاهده پروفایل

دانشیار

• Teacher preparation for marginalized students
• Urban education equity
• Culturally responsive teaching
• +۵ مورد دیگر

Dr. Heather B. Cunningham is an Associate Professor of Education in the College of Arts & Sciences at Chatham University , Pittsburgh, PA. With 13 years of K-12 teaching experience across Washington D.C., Pittsburgh, Honduras, and Malawi, she specializes in preparing educators to address systemic inequities. Ph.D. in Instruction and Learning, University of Pittsburgh (2015) M.A. in International Training and Education, American University (1997) B.A. in Social Sciences, Allegheny College (1993) Her research focuses on: Reimagining classroom management through equity and justice lenses Integrating global sustainability frameworks with social justice Culturally responsive teaching in urban contexts International service-learning applications Restorative discipline practices Recent publications demonstrate interdisciplinary approaches combining: Environmental education and social justice (2021) Restorative discipline models (2020) International student teaching methods (2019) Equity-focused classroom management (2018) Poverty-informed teaching strategies (2017) Dr. Cunningham teaches undergraduate and graduate teacher education courses, emphasizing the intersection of: Teacher cultural identity Effective instruction Family-community partnerships Social justice advocacy

Christa de Kleineمشاهده پروفایل

استاد

• Language Acquisition
• Linguistic Diversity
• English-lexifier Creole Languages
• +۳ مورد دیگر

Christa de Kleine is a Professor in the School of Education at Notre Dame of Maryland University. She has been a faculty member since 1998 and served as the coordinator of the university’s M.A in TESOL program since its development in the late 1990s. Her teaching encompasses language acquisition and linguistic diversity in both the MA TESOL program and the Ph.D. program for Instructional Leadership for Changing Populations. Education: Ph.D., M.Phil, and M.A. in Linguistics from the Graduate Center of the City University of New York (CUNY); M.A. in English Language and Linguistics from the University of Groningen, the Netherlands. Her research focuses on Creole English speakers in ESL programs, linguistic diversity in education, and the impact of standard language ideology. She has collaborated extensively with Dr. Rachele Lawton on studies of Generation 1.5 students and community college writing instruction. She is principal investigator on a grant-funded project examining English language teaching practices in Panama, informed by its postcolonial context. Notable scientific awards include the 2020 Maryland TESOL Teacher of the Year, multiple Faculty Research and Development Awards from Notre Dame of Maryland University (2016, 2013), NIH grant funding (2007), and Sociological Initiatives Foundation support (2004). She has presented nationally and internationally on topics related to language acquisition and linguistic diversity.

Rianne Conijnمشاهده پروفایل

استادیار

• Learning Analytics
• Human-Technology Interaction
• Artificial Intelligence
• +۶ مورد دیگر

Rianne Conijn is an assistant professor in the Human-Technology Interaction group at Eindhoven University of Technology (TU/e), Netherlands. Her research bridges data-driven methodologies (machine learning, statistical modeling) with human-centered design to enhance learning analytics, explainable AI, and writing process analysis. She holds a joint PhD (cum laude) from Antwerp University and Tilburg University, and an MSc (cum laude) in Human-Technology Interaction from TU/e. Academic Background: MSc (2015, TU/e, cum laude), PhD (2020, Antwerp University & Tilburg University, cum laude). Research Focus: Learning analytics, keystroke logging, explainable AI for education, data dashboards, and self-regulated learning dynamics. Teaching: Courses in Advanced Research Methods, Human-AI Interaction, Behavioral Research Methods, and AI ethics in education. Her recent publications explore parallel language planning in writing, longitudinal self-regulated learning strategies, and generalizability of academic performance prediction models. She leads an NWO Veni project on Human-Centered AI in education, emphasizing tailored explanations for student-AI collaboration. Scientific awards include cum laude distinctions for her MSc and PhD, and the NWO Veni grant. Collaborative work spans institutions in the Netherlands, Norway, and the U.S., with applications in intelligent tutoring systems and ethical AI deployment in exams. Key trends across her work: integration of machine learning with educational theory, leveraging keystroke data for cognitive process insights, and prioritizing actionable, explainable AI systems for student support. Publications span journals like the Journal of Experimental Psychology: General , Computers and Education , and IEEE Transactions on Learning Technologies . Scientific Awards: NWO Veni grant for Human-Centered AI in education Cum laude for MSc and PhD Grants & Collaborations: National Science Foundation grants (2016868, 2302644) for biometric feedback in writing UK Research and Innovation grant (ES/W011832/1) for real-time AI scaffolding TU/e Boost! Program grant for self-regulated learning analysis Labs & Teams: EAISI Foundational (Eindhoven AI Systems Institute) Human Technology Interaction group at TU/e Collaboration with Norwegian Reading National Center (University of Stavanger) Project teams for Waterproof ITS and ProWrite grants

• Educational Policy and Politics
• Language Education
• Immigrant Childhoods and Integration
• +۹ مورد دیگر

Lisa M. Dorner is a Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia and a Faculty Fellow at the Cambio Center. Her work centers on language policy, educational equity, and the integration of immigrant families in new destination communities. She is a leader in dual language education research and policy, co-founding the Missouri Dual Language Network and co-editing a major volume on critical consciousness in bilingual education. PhD and MA in Human Development and Social Policy, Northwestern University Fulbright Specialist to Colombia (2018) Principal Investigator on U.S. Department of Education and Spencer Foundation grants Her research focuses on language policy and planning , educational policy implementation , and immigrant childhoods , using qualitative and mixed methods to explore how policies are enacted in schools and communities. She examines how dual language programs can promote equity and how educators and families navigate systemic challenges, especially during crises such as the pandemic. Her recent publications and projects emphasize raciolinguistic justice , critical consciousness in education , and research-practice partnerships . She has led ethnographic studies on pandemic response in schools, highlighting the role of external partnerships and structural inequities. Her edited volume Critical Consciousness in Dual Language Bilingual Education (2022) offers case studies that challenge dominant narratives and promote anti-racist practices. Her scholarly work appears in leading journals such as American Educational Research Journal , Educational Policy , and TESOL Quarterly . She has developed graduate curricula, including the Graduate Certificate in Global Education and Leadership, and teaches doctoral courses in research design and qualitative methods. Fulbright Specialist to Colombia (2018) Lisa Dorner advises graduate students and collaborates with a broad network of scholars, including Drs. Deb Palmer, Claudia Cervantes-Soon, and Trish Morita-Mullaney. She leads major funded projects that connect research with practice, such as the Spencer Foundation-supported initiative on building equity in Midwestern dual language programs. She also organizes webinars and community engagement efforts through the Cambio Center and CARLA to foster practitioner-researcher collaboration. She is actively involved in public scholarship, maintaining a personal blog where she reflects on writing, identity, and social boundaries. Her recent retreat on academic writing underscores her belief in the personal and transformative nature of scholarly communication.

Weina Li Chenمشاهده پروفایل

استادیار بالینی

• Educational Technologies
• Learning Design
• Online and Hybrid Learning
• +۵ مورد دیگر

Weina Li Chen serves as a Clinical Assistant Professor within the Education Division of Pepperdine University's Graduate School of Education and Psychology, teaching courses in the Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) and Master of Science in Leadership programs. With approximately ten years of teaching experience across diverse educational settings, she brings practitioner expertise to her academic role while maintaining active engagement in professional development and program design. Her academic credentials include: Ph.D. from Pepperdine University M.A. from Pepperdine University M.A. from University of York, England B.A. from Heilongjiang University, China Dr. Chen's research focuses on educational technologies and innovative learning design , with specialized expertise in online/hybrid learning environments, world language acquisition (particularly English as a Second Language), and teacher leadership development. She investigates how digital tools can enhance student engagement, social presence, and language proficiency through practical applications. Her work bridges academic research with classroom implementation, frequently resulting in practitioner workshops and conference presentations that translate theoretical concepts into actionable teaching strategies for language educators. Analysis of her 14 publications (2019-2023) reveals consistent emphasis on technology-mediated language learning. She explores platforms like Flip, Canva, and WeChat to create interactive communities and support speaking practice, with recurring themes including social-emotional learning integration and digital storytelling. Her research demonstrates a practitioner-scholar approach, targeting both pre-service and in-service teachers through workshops that address real-world classroom challenges in language education. As an educational leader, Dr. Chen founded and served as president of CABE Mandarin, an organization promoting Mandarin language education. She has designed multiple language programs for schools and universities, demonstrating commitment to expanding language learning opportunities. While specific grant funding details and student advisee names are not documented in available materials, her conference presentations and program development initiatives indicate active community engagement and professional contribution to the fields of TESOL and educational technology.

• Languages and literature
• reading-research
• immigrant-achievement
• +۶ مورد دیگر

Dr. Lee Paul Gunderson is a Professor in the Faculty of Education at the University of British Columbia , affiliated with the Department of Language & Literacy Education . His research focuses on second language literacy, immigrant student achievement, and multicultural education approaches. Key affiliations: Department of Language & Literacy Education, UBC Research programs: Language and Literacy Education (PhD/MA), Teaching English as a Second Language (PhD/MA) Research Interests : Dr. Gunderson investigates how home literacy environments , English acquisition , and multicultural inclusion impact immigrant students’ academic success. His work critiques English-only policies and emphasizes culturally responsive pedagogy in K-12 settings. Recent Trends : Recent publications analyze Chinese-Canadian bilingualism , PPVT-5 assessment tools , and systemic barriers for ESL learners. Collaborative work with Li, D’Silva, and Murphy Odo highlights family literacy practices and policy implications . Scientific Awards : 2023: Education Advocate Award 2021: Reading Hall of Fame inductee 2010: Honorary Lifetime Membership (Learning Disabilities Association) 2009: BC TEAL Lifetime Contributors Award Grants & Collaborations : Dr. Gunderson leads projects like Predictors of Immigrant Achievement in English-Only Environments and has developed assessment frameworks including the Burnaby English Reading Assessment . His work bridges theory and practice through partnerships like the Lower Mainland ESL Assessment Consortium.

Joanne Yooمشاهده پروفایل

مدرس ارشد

• Writing as Inquiry
• Autoethnography
• Narrative Inquiry
• +۶ مورد دیگر

Dr Joanne Yoo is a Senior Lecturer in the School of Education within the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). She specializes in teacher education with expertise in writing pedagogy, academic literacy, and qualitative research methodologies. Her academic profile demonstrates extensive engagement with pre-service teacher education across primary and secondary programs at UTS, where she has worked intensively in quality teacher education development. Joanne began her career teaching English and ESL to secondary students in South Korea, where she first explored autoethnography and narrative inquiry methodologies. Her educational background in teaching English and ESL formed the foundation for her current research trajectory focused on writing as inquiry and embodied practices in academic contexts. Her research centers on writing as inquiry and embodied practices in academic work, investigating how creative, poetic, and sensory-rich writing approaches can transform research and teaching. She challenges conventional academic writing norms by advocating for methodologies that bridge personal and professional knowledge through lived experience. Her book Evocative Qualitative Inquiry Writing and Research Through Embodiment and the Poetic (2022) provides a comprehensive framework for understanding writing as an aesthetic and embodied practice in academic research. Analysis of her publication record reveals consistent exploration of feminist research methodologies , time and temporality in academia , and the relationship between embodiment and knowledge production . Her work often examines the tensions between institutional demands and authentic academic practice, particularly how writing can serve as a transformative tool for both teachers and researchers navigating contemporary academic pressures. Joanne actively supervises Masters Research and PhD students and has secured significant research funding including 'A day in a life' of a child in Australia and Korea (2019-2026), the Claremont PBL project (2016-2017), and research on the Implementation of the New English K-10 Syllabus (2015-2017). Her collaborative work extends through the UTS Hub School partnership with Sydney primary schools, demonstrating her commitment to bridging theory and practice in teacher education with attention to how creative writing approaches enhance both teacher development and student learning outcomes.

Olivia G. Stewartمشاهده پروفایل

استادیار

• Multiliteracies
• Critical Digital Literacies
• Multimodal Authoring
• +۴ مورد دیگر

Dr. Olivia G. Stewart is an Assistant Professor in the Department of Education Specialties at St. John's University's School of Education. Her work focuses on multiliteracies, critical digital literacies, and multimodal authoring for academically marginalized students. She holds a PhD from Arizona State University's Learning, Literacies, and Technologies Program, an MEd in Curriculum and Instruction from Arizona State, and a BA in Secondary English Education from the University of Arizona. Her research emphasizes expanding definitions of 'writing' through digital-age practices, particularly for underrepresented learners. Key areas include multimodal composition, social media affordances, and humanizing online education. She teaches courses like Digital Literacies (EDU 3280) and Mixed Method Research & Design (EDU 3820). Recent articles highlight frameworks for analyzing multimodal texts, podcast-based instruction, and strategies for effective online learning communities. Her work consistently bridges theory and practice, advocating for inclusive educational technologies. No notable awards are listed, but she actively contributes to the field through grant-funded research initiatives and doctoral mentorship.

• Early Childhood Education
• Diversity, Equity, and Inclusion in Education
• Multicultural Competence
• +۷ مورد دیگر

Lauren Gonzalez is an Assistant Professor and Program Director at the California School of Education, Alliant International University. With 24 years of experience in education, she teaches across age groups from infants to doctoral students and is deeply committed to inclusive and equitable learning environments. Education: BS in Interdisciplinary Studies M.Ed. in General Education Ed.D. in Early Childhood Education Her research and professional interests focus on diversity, equity, inclusion, and multicultural competence in education. She actively explores diverse literacy practices and promotes DEI initiatives in classroom settings. Her expertise spans General Education (EC–4), Special Education, English Language Learners (ESL), Gifted & Talented education, TESOL, CLASS, and CDA PD Specialist certification. Lauren is involved in curriculum development and professional development, particularly within online education programs. She holds multiple teaching credentials and supports educator preparation through her leadership role. Scientific Awards: No awards listed in the provided text. As Program Director, she mentors and advises students in credential and graduate programs. She contributes to academic leadership and teacher training, especially in multicultural and inclusive pedagogy. Her work supports future educators in navigating diverse classroom needs and equity-centered practices. She is affiliated with online programs at Alliant International University and is actively engaged in advancing educational access and quality through innovative teaching and leadership.

Keli D. Yerianمشاهده پروفایل

استاد

• Language Teacher Education
• Pedagogy
• Gesture Studies
• +۵ مورد دیگر

Keli D. Yerian is Distinguished Teaching Professor in the Department of Linguistics at the University of Oregon, College of Arts and Sciences. She serves as Director of both the Language Teaching Studies (LTS) Master of Arts Program and the Second Language Acquisition and Teaching (SLAT) undergraduate certificate program. With over 25 years of experience in linguistics and language teacher education, she has taught ESL/EFL across the United States, Europe, and Africa, and previously held positions at Stanford University before joining the University of Oregon faculty in 2007. Her research focuses on language and interaction, particularly the role of gesture in first and second language speakers, as well as language teacher education and professional development. Her scholarly work spans topics such as pedagogical gesture, embodiment in teaching, multilingual practices, curriculum development, and language revitalization. Her recent publications reflect a strong emphasis on multimodal approaches to language learning, teacher identity, and innovative pedagogical practices. Her recent publications demonstrate consistent scholarly output in high-impact venues, with a thematic focus on gesture, embodiment, and multilingual education. These works collectively highlight her leadership in integrating nonverbal communication into language teaching theory and practice. Selected Presentations: "Open Pedagogy in action: Students' perspectives on authoring a textbook on language learning" (Open Education Conference 2024) "Gesture in the plurilingual classroom" (AAAL 2024) "Gesture and plurilingual practices in a World Language Classroom" (AILA 2023) "A multicompetence approach to awakening dormant languages" (LSA 2022) "Increasing gesture transparency in teacher candidates’ lexical explanations" (ACTFL 2019) She advises and leads program development within the LTS and SLAT programs, shaping curricula and mentoring future language educators. Her work in open educational resources and teacher training workshops further demonstrates her commitment to accessible and effective language education. She has taught a range of courses including LING 440/540 Linguistic Principles and 2nd Language Learning, LT 436/535 Design for Language Learning, and LING 144 Learning How to Learn Languages. While no formal lab is mentioned, her research is closely tied to the Language Teaching Studies program, which functions as a hub for applied linguistic research and teacher development. Her collaborative work, especially with Marion Tellier and others, suggests an active research team focused on gesture and multimodal pedagogy.

• Multilingual Literacy Development
• Refugee and Immigrant Education
• Critical Dialogic Pedagogy
• +۳ مورد دیگر

Fares J. Karam is an Associate Professor of TESOL at the College of Education and Human Development, University of Nevada, Reno. He holds a Ph.D. in Education (English Education) from the University of Virginia, along with an MA and BA in English Language and Literature from the Lebanese University. His work spans teaching, research, and leadership roles in multilingual education contexts across Lebanon, the UAE, and the U.S. Specializes in immigrant/refugee multilingual learners' literacy development Focuses on critical dialogic pedagogy and raciolinguistic ideologies Active in policy advocacy through TESOL International Association Editorial board member of TESOL Quarterly and Journal of Language, Identity & Education Karam’s research appears in top journals like Research in the Teaching of English and TESOL Journal , with recent work exploring transliterate practices, social-emotional learning, and refugee education. His accolades include the AERA Distinguished Dissertation Award and TESOL’s NNEST Paper Award. 2022 NAEd/Spencer Postdoctoral Fellowship Semifinalist 2018 UNR College of Education Outstanding Research Award 2017 Bruce Gansneder Outstanding Dissertation Award 2016 TESOL NNEST Issues Award He previously served as a Senior English Consultant in the UAE, supporting EFL programming across public schools, and has contributed to curriculum design and teacher education frameworks emphasizing equity and identity-centered approaches.

• Applied Linguistics
• Pragmatics
• Language Teacher Education
• +۵ مورد دیگر

Tamara Warhol is an Associate Professor in the Department of Modern Languages at the University of Mississippi, affiliated with the College of Liberal Arts. She teaches courses in linguistics, TESOL, and Second Language Studies, including Semantics and Pragmatics, Discourse Analysis, and Qualitative Research Methods. Education: Ph.D. in Educational Linguistics (2011), M.S.Ed. in TESOL (2002) from University of Pennsylvania; B.A. in Religious Studies from Princeton (1995) Her research focuses on language pedagogy, teacher education, program administration, and discourse analysis. Recent publications emphasize interdisciplinary collaboration, translanguaging, and digital pedagogy in ESL/EFL instruction. She has held leadership roles including Director of the Intensive English Program and Graduate Program Coordinator for Applied Linguistics and TESOL. Awards include the Dell H. Hymes-Nessa Wolfson Award (2011), Urban Education Fellowship (2003-2007), and multiple Summer Research Grants (2008, 2012, 2018).

Susan Atkinsمشاهده پروفایل

مدرس

• Multilingual Education
• Teacher Education
• Bilingual Education
• +۴ مورد دیگر

Susan Atkins serves as the English Language Development (ELD) Lead Faculty, Lecturer III in Teacher Education, and Research and Design Specialist at TeachingWorks within the University of Michigan's Marsal Family School of Education. Her work focuses on preparing teachers to support multilingual learners through curriculum development, professional development, and program direction. She holds a Master’s degree from UC Berkeley and has 10 years of experience as a bilingual teacher in California. Her current roles include directing the ELD abroad program in Cuernavaca, Mexico, and collaborating with the Mitchell Scarlett Teaching and Learning Collaborative. Susan also consults for the Center for Applied Linguistics and the Michigan Department of Education’s SIOP Trainer program. Her research emphasizes accessible literacy and language instruction for multilingual students, informed by her classroom experience and leadership in Title III programs. Susan frequently presents at conferences like TESOL and CABE, advocating for equitable educational practices.

Morag Morrison-Helmeمشاهده پروفایل

دانشیار

• Arts Education
• Drama Education
• Applied Theatre
• +۹ مورد دیگر

Morag Morrison-Helme is an Associate Professor in Arts Education at the University of Cambridge, Faculty of Education. She serves as a Fellow and Director of Studies at St John's College and is a Tutor there. Morag also acts as a Trustee for the Eastern Learning Alliance in the UK. Her research focuses on experiential and embodied learning, applied theatre, conflict management, and transformative practices in education. She has conducted studies in England, Kazakhstan, Sweden, and China, emphasizing drama pedagogy's role in second language acquisition, peer teaching, and democratic education. Education: B.A. (Griffith University, Australia), Grad Dip Teach (Mt Gravatt CAE, Australia), M.A. (University of Sussex, UK), PhD (Griffith University, Australia) Morag’s publications and projects span drama education, healthcare training, and cross-cultural pedagogy, including leadership in the DRACON international research initiative. Her work bridges arts, teacher development, and social justice, with a focus on disaffected learners and gender equity. She has supervised doctoral students in topics ranging from moral education in China to ethical challenges in Alabaman schools and radiography training in Sweden. Her teaching includes courses on drama and creativity, PGCE Secondary, and MEd/PhD programs. Scientific Awards: Award from Sigma Theta Tau (2012) for contributions to Nursing Education in Sweden

• Language Education
• Literacy Development
• Curriculum and Pedagogy
• +۳ مورد دیگر

Professor Honglin Chen is a prominent academic in language education and literacy development at the University of Wollongong, serving as Deputy Dean of Graduate Research in the Office of the Deputy Vice-Chancellor (Research and Sustainable Futures) and a faculty member in the School of Education. She holds a PhD in Language Education from La Trobe University (1998-2002) and is a Principal Fellow of the UK Higher Education Academy. Her research focuses on literacy pedagogy, teacher knowledge, and curriculum development, with over $2.36M in research funding. She has authored/co-authored influential books like Developing Writers Across the Primary and Secondary Years and contributed to national curriculum frameworks. Recognized with awards such as the UOW Vice-Chancellor's Award for Teaching Excellence (2012) and OLT Citation (2012), her work emphasizes culturally responsive teaching and pedagogical innovation. Her leadership roles include serving as Immediate Past President and President of the Applied Linguistics Association of Australia, and Treasurer of the International Systemic Functional Linguistics. She coordinates courses like Second Language Pedagogy and supervises numerous PhD students in areas such as second language writing, metalinguistic understanding, and cross-cultural education. Current research projects address writing outcomes in secondary education and staff cultural competency initiatives. Key contributions include advancing genre-based pedagogy, exploring dialogic feedback in writing, and examining the intersection of identity and language learning. Her work bridges theory and practice, impacting policy and classroom instruction in multilingual and multicultural educational contexts.