جست‌وجوی استاد و پژوهشگر

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.

Esther Prinsمشاهده پروفایل

استاد

• Adult Literacy
• Family Literacy
• Digital Literacy
• +۱۰ مورد دیگر

Dr. Esther Prins is a Professor of Education in the Learning and Performance Systems department at Pennsylvania State University's College of Education. She serves as Co-Director of both the Goodling Institute for Research in Family Literacy and the Institute for the Study of Adult Literacy (ISAL). Her research employs critical and sociocultural theories to examine various forms of literacies (adult, family, digital, health), adult basic education, rural adult education, and participatory approaches to education, community development, and research. Her scholarship particularly explores the "wider benefits" of adult education and how it reproduces or mitigates inequities rooted in race/ethnicity, class, gender, and immigration status. Her primary focus is on community-based programs in adult and family literacy, including adult English as a Second Language (ESOL). Dr. Prins has recently expanded her research to explore the influence of White Christian nationalism in public education, school board elections, adult education, and literacy studies. Her work spans numerous disciplines with publications in journals such as Educational Researcher, American Educational Research Journal, Adult Education Quarterly, and Rural Sociology. Her research has been supported by major funding agencies including the National Science Foundation, Institute of Education Sciences, and Spencer Foundation. Selected awards: Exemplary Paper Award, Adult Literacy and Adult Education SIG, AERA (2025) Graduate Faculty Teaching Award, Penn State (2019) Mildred B. and Charles A. Wedemeyer Award for Outstanding Scholar in Distance Education (2013) Outstanding Researcher Award, College of Education, Penn State (2011) Imogene Okes Award for Outstanding Research, AAACE (2010) Outstanding Paper by an Early Career Scholar Award, AERA (2007) Dr. Prins has co-authored the book "Teaching and Learning about Family Literacy and Family Literacy Programs" (Routledge, 2022) and co-edited "Family and Intergenerational Literacy and Learning: International Perspectives" (UNESCO, 2025). She is actively engaged in community outreach, presenting her research on White Christian nationalism to churches and community groups.

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.

Melissa J. Cubaمشاهده پروفایل

استادیار

• Special Education
• Multilingual Education
• Educational Equity
• +۵ مورد دیگر

Melissa J. Cuba is an Assistant Professor of Special Education at the University of Maine’s College of Education and Human Development, where she also serves as a multilingual scholar. Her work focuses on mitigating the overrepresentation of multilingual learners in special education and improving their educational outcomes through evidence-based practices. With 15 years of K-12 teaching experience, she brings expertise in supporting multilingual learners with and without disabilities and collaborating with school professionals. Education : Ph.D. in Education (Curriculum, Culture & Change), Virginia Commonwealth University (2020) M.Ed. in Curriculum & Instruction (ESOL, Special Education, Spanish), George Mason University (2012) B.A. in World Politics, Philosophy & Spanish Literature, Catholic University of America (2002) Research Interests : Special Education equity, multilingual learners’ inclusion, intersectionality in education, policy analysis, culturally responsive teaching, and technology integration in special education practices. Publications : Her research highlights themes such as multilingual learner disproportionality, undocumented student support strategies, dual language programming, and academic vocabulary instruction for English learners with disabilities. Recent work emphasizes mixed-methods research to address systemic inequities in education. Teaching : Melissa teaches courses such as Strategies for Culturally and Linguistically Diverse Students with Disabilities, Special Education Leadership, and Classroom-Based Prevention and Intervention. Her pedagogy reflects her commitment to equity and inclusive practices.

• 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.

• Language and Literacy Education
• Educational Equity
• Multilingualism
• +۷ مورد دیگر

Verónica E Valdez is a tenured Professor in the Department of Education, Culture & Society at the University of Utah. Her work centers on critical language education, Latinx schooling equity, and culturally sustaining pedagogy, with a focus on dual language bilingual education (DLBE), raciolinguistic ideologies, and teacher practices that challenge systemic inequities. A first-generation U.S. born Latina with deep ties to border communities, her research bridges family/community contexts with macro-level policy analysis. PhD in Curriculum & Instruction (Multilingual Studies) from the University of Texas at Austin Master of Science in Psychology from Emporia State University Bachelor of Arts in Psychology from Southwestern University Her research explores four interrelated strands: 1) Language learning in school and community contexts, 2) Educational language policy at macro/micro levels, 3) Latinx educational inequities, and 4) Teacher education for multicultural justice. Recent work highlights tensions between 50:50 vs 90:10 DLBE models and the marginalization of heritage language families. Key trends in her scholarship include raciolinguistic analysis of teacher practices, translanguaging in adult refugee education, and critical examinations of neoliberalism in language policy. Awards recognize her leadership in bilingual education research and mentorship of emerging scholars. She serves on national AERA and AAAL committees and directs the APEX project, a 5-year federal grant building ESL educator capacity in Utah.

Joan Kang Shinمشاهده پروفایل

استاد

• English Language Teaching (ESL/EFL/EAL) for young learners and teenagers
• Online teacher education and professional development
• International virtual communities of practice
• +۳ مورد دیگر

Dr. Joan K. Shin is a Professor of Education at George Mason University's College of Education and Human Development (CEHD). Currently serving as Associate Dean for Faculty Success and Director of CEHD's Global Online Teacher Education Center (GOTEC), she specializes in ESL/EFL/EAL education for young learners and teenagers. With professional development programs in over 100 countries, her work bridges in-person and online teacher training to build international virtual communities of practice. PhD in Language, Literacy & Culture from University of Maryland, Baltimore County (UMBC) MA in Bilingual/ESOL Education from UMBC BA in Economics from Cornell University Her research focuses on: Online TESOL education and MOOCs Visual and multimodal literacy for language learners Intercultural communication through storytelling Technology integration in teacher professional development Global virtual communities of practice Recent publications highlight trends in pandemic-era teacher training, MOOC camp effectiveness, and blended learning frameworks. She has secured over $12 million in grants, including Department of State-funded initiatives through FHI 360. Awards include: TESOL International Association's 30 Up and Coming Leaders (2016) U.S. State Department's Top 30 English Language Specialists (2021) Ben Warren International House Trust Prize (2013) HRH Duke of Edinburgh English Language Book Award (2014) As an English Language Specialist, she has conducted training across 20+ countries. Her full description outlines her Korean-American heritage, educational philosophy, and contributions to National Geographic Learning's award-winning textbook series.

Kathleen Ramosمشاهده پروفایل

دانشیار

• Multilingual Education
• Teacher Education
• Content-Language Integrated Instruction
• +۵ مورد دیگر

Dr. Kathleen Ramos is an Associate Professor in the College of Education and Human Development at George Mason University, specializing in English for Speakers of Other Languages (ESOL) Education and World Language Education. She co-leads the Advancing Content-Integrated Education for English Learners with a STEM Focus (ACE-STEM) project and other initiatives like Transmodalising with Technology in Science (TTS) and Teaching for Anti-Racism and Global Competence. Education: PhD in Language, Literacy, and Culture from University of Pittsburgh (2012), MA in Foreign Language Teaching (Pitt). Research Focus: Content-language integrated instruction, translanguaging, multiliteracies, and global competence education for multilingual learners. Her recent articles explore technology-enhanced pedagogy (e.g., infographics in science education) and literature-based approaches to anti-racism. She has received the University-wide Teaching Excellence Award (2021) and the Global Teacher Education Fellowship (2018-2019). Dr. Ramos has extensive experience supporting PK-12 multilingual learners, both as a classroom teacher (1992-2016) and as a teacher educator. She collaborates with global institutions, including OsloMet in Norway, and her work emphasizes equity, cultural pluralism, and preparing educators for interconnected societies.

Jennifer K. Allenمشاهده پروفایل

دانشیار

• Literacy Education
• Writing Pedagogy
• Culturally Diverse Learners
• +۲ مورد دیگر

Jennifer K. Allen is Associate Professor in Literacy and Special Education at University of West Georgia's College of Education. Her research examines writing pedagogy, critical media literacy, and culturally responsive teaching. She holds B.S. and Ph.D. degrees from University of Georgia and M.Ed. from University of West Georgia. Allen's scholarship focuses on writing identity development, teacher self-efficacy, and literacy engagement strategies for multilingual learners. Her 15 most recent publications explore prosody instruction effects, media literacy education, and innovative writing approaches like writing marathons. Methodologically, her research employs mixed-methods designs examining classroom practices, teacher perceptions, and student outcomes. Recent collaborations investigate read-aloud frequency variations and digital storytelling for countering deficit perspectives. With ten years K-12 teaching experience, Allen connects research to classroom practice. She holds endorsements in Gifted Education, ESOL, and Reading Instruction. Her courses include Writing Development & Instruction and Trends in Language & Literacy Education.

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.

• Elementary Education
• English as a Second Language--ESL
• Sheltered English Immersion
• +۷ مورد دیگر

Rachel B. Kramer Theodorou serves as Senior Lecturer in Education and Assistant Director of Elementary Education at Brandeis University's Interdepartmental Program in Education. With over 20 years of professional experience spanning elementary/ESL classroom teaching, instructional coaching, and higher education, she maintains active consulting roles with Waltham Public Schools, Waltham Family School, and regional PK-Adult ESOL programs. Her academic credentials include a Master of Education from Bank Street College of Education and a Bachelor of Arts from the University of Rochester. Dr. Kramer Theodorou's research integrates critical pedagogy with practical application across multiple domains: Culturally and linguistically sustaining elementary education frameworks Sheltered English Immersion (SEI) methodology development Historically responsive literacy practices for PK-5 classrooms Citizen science initiatives bridging environmental advocacy and education Community-engaged learning models for climate and civics education Critical approaches to history/social studies instruction Her scholarly contributions have been recognized through: Teaching Innovation Grant from Brandeis University's Center for Teaching and Learning (2015-2016) for course development Davis Teaching and Learning Fellowship at Brandeis University (2015-2016) "Good Neighbor" Award from Waltham Partnership for Youth (2018) As leader of the MATSOL Teacher Education special interest group and advisor to the Massachusetts Department of Elementary and Secondary Education for small teacher preparation programs, she connects academic research with statewide educational policy. Her community partnerships in Waltham exemplify her commitment to translating theoretical frameworks into practical classroom applications.

Kelly A. Burlisonمشاهده پروفایل

دانشیار

• Small Group Reading Instruction
• Teaching Diverse Student Populations
• Researched-Based Reading Interventions K-12
• +۳ مورد دیگر

Kelly A. Burlison is an Associate Professor in the Department of Reading and ESOL at Lynn University, where she also serves as Program Coordinator for the Elementary Education Grades K-6 program. Her academic background includes a B.S. in Health Education K-12 from SUNY Cortland, an M.S. in Reading Education K-12 from SUNY Cortland, and an Ed.D. in Instructional Leadership from Nova Southeastern University. Her research focuses on small group reading instruction, teaching diverse populations, and K-12 reading interventions. She actively contributes to professional organizations such as the Reading Council of Palm Beach County and the International Literacy Association. Notable achievements include the Outstanding Teacher of the Year Award at Lynn University (2013-2014) and developing an iTunesU course on elementary reading methods for preservice teachers using iPads. Burlison’s work aligns with UN Sustainable Development Goals, particularly addressing education quality and reducing inequalities. She has authored or co-authored over 30 research outputs, including peer-reviewed articles and conference presentations on topics like science-literacy integration and post-pandemic teacher preparation.

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.

Clara Vaz Baulerمشاهده پروفایل

دانشیار

• Applied Linguistics
• Sociocultural Perspectives
• Multilingual Education
• +۳ مورد دیگر

Dr. Clara Vaz Bauler is an Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She holds a Ph.D. in Education (Applied Linguistics, Cultural Perspectives) from UC Santa Barbara and has 13+ years of international K-12 to adult teaching experience. Educational Background Ph.D. in Education (2012), UC Santa Barbara M.A. in Portuguese Linguistics (2007), Universidade Federal do Rio de Janeiro B.A. in English/Portuguese (2004), Universidade Federal do Rio de Janeiro Her research focuses on: Transforming language education through translanguaging and multimodal practices Challenging standard language ideologies in multilingual classrooms Leveraging digital media for culturally responsive pedagogy Advocating for linguistic diversity in teacher education Examining raciolinguistic discrimination in virtual environments Promoting inclusive STEM education for multilingual learners Recent publications explore: Systemic language biases in remote learning discourse (2023) Critical theories in second language acquisition (2024) Digital tools for affirming multilingual identities (2023) Global-minded teacher development through virtual exchange (2020) Co-teaching strategies for linguistically diverse classrooms (2019) She teaches courses on: Sociolinguistic perspectives in education TESOL methodologies Cultural/linguistic diversity in schools Community-school partnerships