جستجوی استاد راهنمای دانشگاهی

Chang Puمشاهده پروفایل

استاد

• English as a Second Language Education
• Bilingual Education
• Heritage Language Education
• +۲ مورد دیگر

Dr. Chang Pu is a Professor of Teacher Education and Coordinator of the ESOL endorsement program at Berry College. She specializes in TESOL, bilingual education, and heritage language education, teaching both undergraduate and graduate courses including Multicultural Education and ESOL endorsement classes. Her work emphasizes preparing educators to support culturally and linguistically diverse students through collaborations with schools in Georgia (e.g., New Comer Academy) and China. Education: Ph.D. in Culture, Literacy, and Language (University of Texas, San Antonio) M.A. in TESOL (St. Cloud State University) B.A. in English (University of Electronic Science & Tech. of China) Instructional Technology Certificate (St. Cloud State University) Research Focus: Dr. Pu's research centers on heritage language education, virtual exchange methodologies, and equitable practices for linguistically diverse learners. She investigates how bilingual and bicultural competence can be fostered in K-12 settings and teacher preparation programs. Publications: Her work spans topics like at-risk Latino student success, global teacher education collaboration, and Chinese heritage language instruction. Recent contributions include analyses of biliteracy development and innovative pedagogical strategies in multicultural contexts. Awards: 2019 Longview Foundation Global Teacher Educator Fellow Dr. Pu actively engages in community partnerships, co-designing programs with international schools and bilingual immersion initiatives to bridge educational gaps. Her advising focuses on preparing teachers for multicultural classrooms through service-learning and cross-cultural exchanges.

• Refugee Studies
• Migration Studies
• Youth Studies
• +۹ مورد دیگر

Dr. Caitlin Nunn serves as Reader in Migration and Youth Studies at Manchester Metropolitan University, where she leads research at the intersection of refugee studies and youth studies with emphasis on refugee-background young people's lived experiences. Her work is anchored in the Manchester Centre for Youth Studies (MCYS) and involves significant collaboration with institutions including Manchester Museum and UKRI-funded initiatives. Her educational background demonstrates interdisciplinary training: PhD in Australian Studies (2013), University of Melbourne MA Preliminary (Honours equivalent) in Development Studies (2005), La Trobe University Graduate Diploma in Development Studies (2004), La Trobe University Bachelor of Dramatic Arts in Theatre Production (2000), Victorian College of the Arts, University of Melbourne Professional qualifications include Associate Fellowship of the Higher Education Academy, Certificate II in Applied Language (Vietnamese), and CELTA certification. Nunn's research program critically examines refugee youth resettlement through innovative participatory and arts-based methodologies. Key thematic strands include: Rural and regional refugee resettlement dynamics Environmental dimensions of migration and belonging Transnational generational relations among refugee families Decolonizing research approaches with displaced communities Creative interventions for refugee wellbeing Her work consistently centers youth agency while challenging conventional integration paradigms. Analysis of her 15 most recent publications reveals evolving methodological sophistication with increasing emphasis on environmental migration, cross-disciplinary collaboration (particularly with ecological sciences), and co-produced knowledge generation. The research demonstrates consistent focus on rural resettlement contexts and creative methodological innovations while expanding into digital engagement (e.g., AI/data co-production projects). Current research leadership includes: NERC Future of UK Treescapes Grant (£2m, 2021-2024): 'Voices of the future' exploring children's relationships with treescapes UKRI Citizen Science Collaboration (£343k, 2021-2023): 'Ancient History, Contemporary Belonging' with refugee-background youth EPSRC Public Engagement Scheme (£197k, 2022-2025): 'PEAs in Pods' for AI/data research co-production She actively supervises doctoral research including Nobila Bano's work on intergenerational knowledge transfer and Ahmad Al Shahma's research on equitable ESOL policies. Nunn maintains significant professional engagement as Member of the Editorial Board for Qualitative Research , Member of the AHRC Peer Review College, and Member of the UKRI Interdisciplinary Assessment College, demonstrating her disciplinary leadership beyond direct research outputs.

Ana Figueroaمشاهده پروفایل

استادیار

• Educational Psychology
• Teacher Education
• Mindset Theory
• +۲ مورد دیگر

Ana Figueroa serves as Assistant Professor in the Department of Education at The University of Tampa, teaching Foundations of American Education and Human Exceptionalities courses. Her academic journey bridges extensive K-12 experience with current scholarly work focused on teacher development. Her educational background includes: 2007: B.S. in Elementary Education, University of Central Florida 2014: Master of Education, University of South Florida 2022: Ed.D., University of the Cumberlands Dr. Figueroa's research centers on teacher mindset dynamics, specifically the relationship between evaluative performance perceptions and learning effort. Her dissertation revealed a critical dichotomy: K-12 teachers maintain fixed mindsets regarding performance evaluation but demonstrate growth mindsets in learning contexts. This insight drives her development of targeted professional learning frameworks that enhance self-efficacy through differentiated strategies and structured self-reflection. Her honors include: Marzano High Reliability Teacher Certification (2018) High Impact Teacher (2015) Polk County Charter School Teacher of the Year (2015) Polk County Teacher of the Year (2012) CEC Outstanding Achievement nomination (2005) Through UT's Teacher Education Advisory Council, she connects academic training with classroom practice. Her community engagement spans dePaul School of Dyslexia partnerships, ESOL/ESE student tutoring, after-school origami programs, and middle school basketball coaching - all informing her research on practical teacher development. While not leading a formal research lab, Dr. Figueroa actively disseminates findings through conference presentations (ICPEL 2023, University of the Cumberlands 2022) and co-authored publications. Her current work focuses on translating mindset research into preservice training and teacher retention initiatives.

Denise L Cloonan Cortez de Andersenمشاهده پروفایل

استاد

• Second Language Acquisition
• Language Pedagogy and Assessment
• Applied Spanish Linguistics
• +۴ مورد دیگر

Denise L Cloonan Cortez de Andersen is a Professor of Spanish and former Acting Department Chair at Northeastern Illinois University . Her academic work spans Second Language Acquisition , Spanish Linguistics , and Language Pedagogy , with a focus on dialectal variation, cultural assessment, and Freirean educational frameworks. Education Ph.D. in Linguistics, University of Delaware (1991) Doctoral Studies in Spanish Literature, University of Maryland (1985-1986) M.A. in Hispanic Literature, University of Delaware (1985) Graduate Studies, Centro de Estudios Hispánicos en Madrid and Bryn Mawr College (1983) B.A. in Spanish with Minor in English, University of Delaware (1983) Her research emphasizes heritage language learners , Strategic Interaction in language education, and the interface of Spanish and English in Chicago . She has published extensively on dialectal variation , reading comprehension assessment , and cultural pedagogy , including the book Contornos del habla (2009). Her work also explores language contact , phonology , and Freirean approaches to teaching. Advising roles include Teaching Certification for Professionals (TCP) mentorship and liaison to the College of Education . She has presented internationally on topics like regional literature and listening strategies , and served as a manuscript reviewer for educational texts.

Jamie C. Atkinsonمشاهده پروفایل

دانشیار

• Sociohistorical issues in education
• Educational law and state-level educational policy
• Politics of education
• +۳ مورد دیگر

Jamie C. Atkinson serves as Associate Professor in the School of Special Education, Leadership, and Professional Studies within Missouri State University's College of Education since 2024, following promotion from Assistant Professor (2018-2024) and Program Coordinator for the Master of Arts in Teaching program (2018-2020). Previously, they taught Educational Foundations at the University of Georgia and served as a Georgia-certified K-12 teacher. Dr. Atkinson holds a PhD in Educational Theory and Practice (Critical Studies emphasis, 2018) and MEd in Science Education (Ecojustice emphasis, 2008) from the University of Georgia, complemented by certificates in Education Law, Qualitative Research, Gifted Education, and ESOL. Additional credentials include two AAS degrees (Human Resource Management and Emergency Management, 2012-2017) from the Community College of the Air Force and a BBA in Finance from Georgia Southern University (1999). Research centers on critical analyses of education policy, examining neoliberal reforms through lenses of sociohistorical context, social psychology, and epistemology. Key investigations address Christian nationalist threats to public education, corporate influence via the Powell Memorandum, and epistemic resistance in teacher preparation, consistently advocating for democratic educational practices rooted in Deweyan philosophy and social justice frameworks. Publications from 2016-2024 reveal a methodological blend of critical theory, historical analysis, and qualitative research, with recurring themes of philanthropic strategy in education reform and ideological battles in teacher education. Work frequently intersects educational policy with social movements, emphasizing collective resistance against privatization and inequitable practices. Major recognitions include: Society of Professors of Education Outstanding Book Award (2020) American Educational Studies Association Critics’ Choice Book Award (2019) Missouri State University College of Education New Faculty Grant (2019) Through program coordination and curriculum development for courses like EDC 249 (Schooling in America) and SFR 781 (Applied Research in Education), Atkinson shapes teacher education with critical perspectives on policy and social foundations, while ongoing grant-funded research examines historical figures in social work education.

Beth Dillardمشاهده پروفایل

استادیار

• Systemic Functional Linguistics (SFL)
• Bilingual Education
• Content and Language Integration (CBI/CLIL)
• +۳ مورد دیگر

Beth Dillard is an Assistant Professor in the Woodring College of Education at Western Washington University, specializing in Multilingual Education. She serves as Co-Director of Bilingual Teacher Community Routes and coordinates Grow Your Own (GYO) certification programs for dual-language teachers. Previously, she taught high school social studies and ESL. She holds a Ph.D. in Second Languages Education (University of Minnesota, 2016), an M.Ed. in Curriculum and Instruction (University of Oregon, 2006), and a B.A. in History (Auburn University, 2003). Her research focuses on systemic functional linguistics, content-language integration, teacher learning, and bilingual education. She actively contributes to academic discourse through presentations and publications, including work on SFL analysis and classroom strategies. Her Orcid ID is 0000-0002-3941-7562. Education: Ph.D. (2016), University of Minnesota: Second Languages Education M.Ed. (2006), University of Oregon: Curriculum and Instruction (Secondary Social Studies & ESOL) B.A. (2003), Auburn University: History (cum laude) Research Interests: Systemic Functional Linguistics, Content and Language Integration (CBI/CLIL), Teacher Learning, Bilingual Education, Activity Theory, Discourse Analysis (including conversation analytic approaches). Professional Engagement: Coordinates GYO pathways for bilingual teachers, advises on Multilingual Education programs, and collaborates with schools in South King County. She has presented at international conferences like AAAL and co-organizes events on multilingual education and teacher development.

• Web 2.0 for Language Learning
• Social Networking in Education
• Mobile Technologies in Language Learning
• +۳ مورد دیگر

Elwyn Lloyd is a Lecturer and Course Director for English and TEFL at the School of Humanities, Faculty of Arts and Humanities, Coventry University. He specializes in integrating technology into language learning, focusing on Web 2.0 and mobile technologies. Education: M.A. in Language Learning and Technology (University of Hull), DELTA (Cambridge ESOL), Diplomas in Languages for International Communication (Spanish) and Spanish as a Foreign Language, TEFL Certificate (University of Wales), B.Sc. in Applied Sciences (Physics and Geology) (University of Glamorgan) His research explores how digital platforms and social networking enhance language acquisition and intercultural communication. He has published on telecollaboration projects and the role of learner autonomy in online environments. Key Publications examine the intersection of digital tools with pedagogical strategies, including Livemocha.com's role in language practice and MexCo's telecollaborative model for cultural engagement. Professional Contributions: He serves as a Cambridge-approved CELTA teacher trainer and oversees modules like Year 2 TEFL, Year 3 Professional Portfolio, and dissertation supervision.

Emily Feuerhermمشاهده پروفایل

دانشیار

• Applied Linguistics
• TESOL
• Language Policy
• +۳ مورد دیگر

Emily Feuerherm serves as Associate Professor of Linguistics in the Department of Language and Communication and Program Director for the Department of English's Bridge Program and TESOL Certificate Program at the University of Michigan-Flint's College of Arts, Sciences, and Education. Her academic credentials include: Ph.D. in Linguistics from the University of California (2013) M.A. in TESOL from the University of California, Davis (2008) Dr. Feuerherm's research centers on Applied Linguistics and TESOL , with deep engagement in Language Policy , Refugee Studies , and Health Literacy . She employs participatory action research to investigate language in citizenship processes, migrant health access, and refugee resettlement, emphasizing community-driven solutions to systemic inequities. Her work bridges academic theory with practical interventions in underserved communities. Analysis of her 2012-2025 publications reveals consistent focus on language as a social determinant across health, citizenship, and education. Recent work (2022-2025) intensifies examination of health literacy barriers for migrants and critical analysis of citizenship rituals, while maintaining her foundational research on refugee language needs and community-based pedagogy. Her recognition includes: IHP Teaching Grant (2024) from the University of Michigan Hagerman Faculty Innovation Grant (2024) from the Hagerman Center As Principal Investigator for the $40,000 MICHR-funded ESL Health Literacy Program (2018), she developed Flint-based interventions for lead exposure prevention. Current grants include co-leading the $5,000 Global Flint Initiative (2024) and a collaborative filmmaking project addressing social reflection through the IST Institute. She directs UM-Flint's TESOL Certificate Program and Bridge Program, cultivating partnerships with Flint community organizations to implement participatory research models with refugee and migrant populations.

Phil Smithمشاهده پروفایل

مدرس

• Second Language Acquisition
• ESOL Teacher Education
• Teacher Attitudes
• +۲ مورد دیگر

Dr. Phil Smith is an Instructor in the Department of ESOL and Foreign Language Education at the College of Education, University of South Florida. He holds an Advanced Diploma in English Language Teaching Management from the University of Cambridge and a Ph.D. in Second Language Acquisition and Instructional Technology from USF (2005). His educational background includes: Advanced Diploma in English Language Teaching Management, University of Cambridge Ph.D. in Second Language Acquisition and Instructional Technology, University of South Florida (2005) Dr. Smith's research centers on pre-service education programs and student-teacher attitudes toward mainstreaming ESOL students. He has published studies on teachers' perceptions regarding ESOL students and models of administration in Foreign Language programs, including co-authoring the book "Teaching Language Arts to English Language Learners". His work bridges theoretical frameworks with practical applications in language education. With 18 years of English teaching experience in Brazil as founding director of the British Culture-Language Center (Cultura Inglesa) in Aracaju, Dr. Smith also provides in-service ESOL training for Florida public school teachers and holds FACCS administrator certification from his year managing a private K-12 school in Florida.

Kristine Jan Cruz Espinozaمشاهده پروفایل

استادیار

• Minority-Serving Institutions
• Asian American and Pacific Islander-Serving Institutions
• Hispanic-Serving Institutions
• +۳ مورد دیگر

Kristine Jan Cruz Espinoza serves as an Assistant Professor of Counseling and College Student Personnel within the Graduate School of Education at California Lutheran University. Her scholarly work centers on Minority-Serving Institutions (MSIs), with particular focus on dual-designated institutions including Asian American and Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs), alongside federal racial data classification systems. Her academic foundation includes: Ph.D. in Higher Education and Graduate Certificate in Program Evaluation and Assessment from the University of Nevada, Las Vegas M.Ed. in Educational Administration from the University of Hawai‘i at Mānoa Dual B.A. degrees in Biology and Anthropology from the University of Hawai‘i at Mānoa Community college transfer pathway from Long Beach City College Dr. Espinoza's research program critically examines institutional identity, student experiences, and federal policy impacts within MSIs. Her work employs Quantitative Critical Race Theory to investigate phenomena such as Native Hawaiian and Pacific Islander student undercounting, anti-Asian racism in community college ESOL programs, and campus climate dynamics. She actively contributes to ethnic studies development, notably through advocacy for UCLA's Pilipino Studies minor—the first in the UC system. Analysis of her publication record reveals consistent thematic focus on racial data disaggregation, institutional servingness, and student belonging across MSI contexts. Her scholarship appears in journals including the Journal of Research on Educational Effectiveness and Community College Journal of Research and Practice, demonstrating interdisciplinary engagement across education policy, sociology, and quantitative methodology. While the faculty profile references grant funding activities, specific awards, grants, or student advising details were not documented in the provided materials. Similarly, research laboratory affiliations or team structures were not specified in the source text.

Edel Ni Ghrainneمشاهده پروفایل

مدرس

• Second Language Acquisition
• Adult Education
• ESOL
• +۷ مورد دیگر

Dr. Edel Ni Ghrainne is an Assistant Lecturer in the Department of Education at the Faculty of Education and Lifelong Learning, South East Technological University (SETU), Waterford. She holds a PhD in Palaeoecology from the National University of Ireland, Galway, and a recent BA (Hons) in Adult and Further Education from SETU. Her current role involves teaching at the higher certificate level and supervising undergraduate and master's research projects. PhD, Palaeoecological studies, National University of Ireland, Galway (1993) BA (Hons) in Adult and Further Education, South East Technological University, Waterford (2023) Her research is centered on second language acquisition and retention in adult refugees with trauma backgrounds . She advocates for trauma-informed approaches in ESOL provision in Ireland, drawing from her experience as an ESOL and Adult Literacy Tutor with KCETB, particularly within the Refugee Resettlement Programme. Her work intersects adult education, literacy, and mental health, contributing to the UN Sustainable Development Goal on Quality Education. Her recent publications (2024–2025) consistently explore the impact of trauma on language learning retention among refugees and how educators can support this process. These include conference presentations and a conference paper, all emphasizing practical educational strategies and literature-based insights. Although no formal scientific awards are listed, her research output reflects a focused and socially impactful scholarly trajectory. She supervises student research at both undergraduate and master's levels, though specific student names are not provided. Dr. Ni Ghrainne has no listed labs or research teams in the provided text, but her work is embedded in real-world educational contexts, particularly refugee resettlement and adult literacy programs.

Robin Rhodesمشاهده پروفایل

استاد

• English Pedagogy
• Writing in English Language
• TESOL (Teaching English to Speakers of Other Languages)
• +۴ مورد دیگر

Robin Rhodes is a Professor at St. Lawrence University and Director of ESOL (English for Speakers of Other Languages) and Multilingual Student Academic Support. She is affiliated with the World Languages, Cultures and Media department and the African Studies Program. Education: Doctorate in English Pedagogy/Writing in English Language Specialization M.S.Ed in Educational Design, Training, and Development New York State K-12 English as a Second Language teaching certification 7-12 English Language Arts teaching certification Research Interests: Linguistically and culturally sustaining English pedagogy Teacher training and English instruction abroad Language and education in Kenya and Rwanda African Studies Additional Roles and Activities: Program Coordinator for the Peace Corps Prep Program Member of the Africa English Language Teaching Association editorial board International teacher training in China, Rwanda, and Kenya Developed lesson plans for the NYS Department of Health for local migrant farm workers Regular presenter at national and international conferences

Clare Tyrerمشاهده پروفایل

مدرس ارشد

• Educational Development
• Teacher Education
• Multimodal Assessment
• +۳ مورد دیگر

Dr Clare Tyrer is a Senior Lecturer in Educational Development at City St George's, University of London. She has extensive experience in teacher education across the UK and international settings, currently teaching on the MA in Academic Practice (MAAP) program and leading modules in learning, teaching, assessment, and feedback. PhD in Higher Education (Research, Evaluation and Enhancement), Lancaster University MA in English Language Teaching, University of East London Postgraduate Certificate in Training the ESOL and Literacy Trainers, Southbank University Postgraduate Certificate in Education (PGCE), Greenwich University BA (Hons) Modern Languages, Coventry University Her research focuses on multimodal assessment and feedback, mentoring communities of practice, and peer review of teaching. She has explored innovative approaches to mentoring feedback practices, multimodal screen feedback, and the use of mobile messaging in teacher development. Dr Tyrer’s recent publications emphasize mentoring practices in post-compulsory teacher education, multimodal feedback mechanisms, and democratic evaluation of educational programs. Her work highlights tensions between prescribed mentoring frameworks and practical implementations. Senior Fellow of HEA, Advance HE

Julie Humbleمشاهده پروفایل

مدرس ارشد

• Assumptions in Learning
• Specific Learning Difficulties (SpLDs)
• International Students
• +۳ مورد دیگر

Julie Humble is a Senior Lecturer in English as a Foreign Language at the University of Wolverhampton, affiliated with the Institute International Academy. With 30 years of teaching experience, she specializes in language instruction for low-level learners and addressing Specific Learning Difficulties among international students. Her research focuses on assumptions in learning/teaching dynamics and effective communication strategies for non-native speakers. Education: BSc(Hons) in Linguistic and International Studies (French, Economics, German) Dip. TESOL from Trinity College London Level 5 C&G 7407 Certificate in Further Education Teaching Professional Affiliations: Member of Chartered Institute of Linguists (CIOL) Her publications explore resolving conflicting assumptions in educational settings and simplifying language instruction for beginners. Julie has served on international ESOL examining panels since 2010 and contributed to material review for EFL industries. While no student advisees or grants are listed, her expertise extends to one-to-one teaching, spoken English examinations, and workshop facilitation.

• Cognitive Linguistics
• Applied Linguistics
• English Philology
• +۳ مورد دیگر

Maria Gancheva is a Lecturer in the Department of Foreign Languages and Cultures at New Bulgarian University. She holds an MA in English Philology from Sofia University and a Cambridge ESOL Certificate of Proficiency in English (CPE, Grade A). Her teaching focuses on General English courses for all majors, developing interactive educational materials, and participating in pedagogical projects. Her research interests span cognitive and applied linguistics, emphasizing innovative teaching methodologies and language assessment. Education & Professional Development: MA in English Philology, Sofia University "St. Kliment Ohridski" Cambridge ESOL Certificate of Proficiency in English (CPE, Grade A) Course: Collaborative Work Using Moodle Platform Study at Reykjavik University with an EEA-funded scholarship (2014) Grundtvig-funded seminar on Mind Maps for Adult Literacy (Poznan, 2014) Teaching & Projects: Developed a specialized English textbook under NBU's "Increasing Qualification in Higher Education" project Contributed to the English Language Olympiad, designing test tasks for national and regional rounds (2010-2012, 2020-2021) Participated in 9 scientific conferences and over 50 professional development seminars Awards & Recognition: No explicit scientific awards listed, but her contributions to educational materials and Olympiad development are notable. Grants & Collaborations: Recipient of EEA scholarship (BG09 program) for Reykjavik University study Grundtvig program-funded seminar on adult literacy tools Collaborated with the British Council on a summer school for primary teachers (Kiten) Labs/Teams: Involved with NBU's Center for Foreign Languages in textbook development and Moodle integration projects.