جست‌وجوی استاد و پژوهشگر

Margherita Fortمشاهده پروفایل

استاد

• Applied Microeconometrics
• Labour Economics
• Economics of Education
• +۳ مورد دیگر

Margherita Fort is a Full Professor at the Department of Economics at the University of Bologna. She specializes in applied microeconometrics, labor economics, and education economics with a focus on public policy evaluation. Her research investigates the impacts of daycare on child development, educational reforms on fertility and health outcomes, and gender disparities in STEM fields. She holds a PhD in Applied Statistics from the University of Padua and has been a Marie Curie Fellow (ISER, Essex) and Max Weber Fellow (European University Institute). Education includes a PhD in Applied Statistics (University of Padua) and postdoctoral fellowships at ISER and EUI. Her current projects focus on evidence-based investments in early childhood and family policies, including evaluations of coding programs for girls and mindfulness interventions for parents. Research affiliations include IZA, CESifo, and CEPR. She coordinates the PhD program in Public Governance at Bologna and teaches econometrics, causal inference, and microeconometrics for policy evaluation at national and international institutions. Her work has appeared in top journals like the Journal of Political Economy and Journal of Labor Economics. Awards: Marie Curie Early Training Fellowship, Max Weber Fellowship Grants: Spencer Foundation (2020-2024), Fondazione Del Monte Bologna e Ravenna (2014) Labs/Teams: Collaborates with FBK-IRVAPP on policy evaluation and with international networks on school reforms.

Melissa Youngمشاهده پروفایل

دانشیار

• Global Health
• Maternal and Child Nutrition
• Breastfeeding Practices
• +۳ مورد دیگر

Dr. Melissa Young is an Associate Professor in the Hubert Department of Global Health at Emory University, specializing in maternal and child nutrition, anemia, and public health program evaluation. Her work integrates epidemiology, community nutrition, and applied economics to address global health challenges. She holds a BS from Iowa State University and a PhD from Cornell University. Her research focuses on the first 1000 days of life, emphasizing nutrition's lifelong impacts. Key areas include breastfeeding practices, micronutrient deficiencies, and program implementation. Dr. Young leads the BRINDA project, a global initiative analyzing anemia determinants and hemoglobin cutoffs. She teaches courses on maternal and child nutrition and capstone research. Dr. Young has secured external grants and published widely. Her work bridges clinical and population-level research, aiming to improve global nutrition policies. She collaborates on studies in India, Malawi, Ethiopia, and Vietnam, addressing migration impacts, infant feeding, and healthcare access disparities. Her contributions include advancing methodologies for inflammation-adjusted micronutrient assessments and evaluating frontline health worker interventions. Dr. Young advocates for evidence-based strategies to reduce maternal and child malnutrition globally, emphasizing equity and scalability.

Laura Dunneمشاهده پروفایل

مدرس ارشد

• Child Health
• Wellbeing and Development
• Early Child Development
• +۳ مورد دیگر

Dr. Laura Dunne is a Senior Lecturer and Reader at Queen's University Belfast within the School of Social Sciences, Education and Social Work, part of the Faculty of Arts, Humanities and Social Sciences (AHSS). Her research focuses on child health, wellbeing, and development in schools and communities, early childhood development (ECD) in low-and-middle-income countries (LMICs), and program evaluation. She is a Chartered Psychologist and leads the LINKS Project, a global initiative linking ECD to peacebuilding. Current roles include Deputy Director of Innovation Zones, Fellow of the Senator George J. Mitchell Institute for Global Peace, and Programme Director for the MEd Educational Studies. Her extensive research includes projects in LMICs such as Viet Nam, East Timor, and Palestine, alongside collaborations with UNICEF, Yale, and Harvard. Notable grants include the NIHR Global Health Research Group on ECD for Peacebuilding (£2 million), and evaluations of programs like Nuffield Early Language Intervention and Peep Learning Together. Awards include the Athena SWAN Bronze Award (2016) and shortlisting for the QUB Staff Excellence Award (2025). Dr. Dunne’s work emphasizes interdisciplinary collaboration, policy impact, and global health equity. She contributes to teaching at the postgraduate level, including courses on research design and early childhood critical perspectives.

Ingrid Bährمشاهده پروفایل

استاد

• Physical Education Pedagogy
• Educational Uncertainty
• Cooperative Learning in Sports
• +۳ مورد دیگر

Prof. Dr. Ingrid Bähr is a Professor of Education with a focus on Movement Promotion in Educational Institutions at the University of Hamburg's Faculty of Education. She holds a W2 professorship and leads research in areas such as educational activation, uncertainty in teaching processes, cooperative learning, and early childhood movement development. Her work bridges sport pedagogy, early childhood education, and transformative learning theories. She has authored numerous publications on these topics and serves in key academic roles including Chair of the decentralized examination board for teacher training programs and Deputy Chair of MA courses. Education: She earned her PhD in Philosophy (2004) from the University of Bremen after completing her teaching degree (1996) and a research focus in dramatic play (1999). She has held academic positions at universities in Bremen, Frankfurt, and Würzburg before joining Hamburg in 2010. Notably, she also served as a teacher and principal at a Freinet alternative school (2017–2019). Research focuses include the transformative potential of educational uncertainty, activation in physical education, and gender aspects in movement learning. She supervises doctoral candidates exploring topics like activation criteria in physical education and early childhood exploration. Her involvement in projects like 'AUFTAKT' emphasizes the transfer of research into practice. Professional activities include editorial roles for journals such as Zeitschrift für Sportpädagogische Forschung and memberships in organizations like the German Olympic Sports Confederation's Expert Network for Gender Equality. Her work emphasizes interdisciplinary collaboration, evidenced by projects with international partners in Spain and Luxembourg.

• Environmental Health
• Endocrine Disruptors
• Metabolic Health
• +۵ مورد دیگر

Dr. Vaia Lida Chatzi is Professor of Population and Public Health Sciences and Pediatrics at the Keck School of Medicine, University of Southern California. She serves as Director of the USC Center for Translational Research on Environmental Health (USC-R-TEN) and Deputy Director of the NIEHS-funded Southern California Environmental Health Science Center (SCEHSC). With over 20 years of experience in environmental health research, she leads an interdisciplinary program focused on advancing understanding of how environmental chemical exposures affect metabolic health, particularly in children and adolescents. Dr. Chatzi's research program centers on environmental health with particular emphasis on endocrine disruptors including perfluoroalkyl substances, organochlorine pesticides, phenols, phthalates, and metals. Her work integrates human population data with experimental study designs to investigate health effects on obesity, type 2 diabetes, and fatty liver disease. As a physician-epidemiologist, she employs multi-omics approaches to develop comprehensive understanding of exposure risk and disease development across the lifespan. Her recent publications demonstrate strong focus on PFAS exposures and metabolic consequences, air pollution effects on childhood obesity, and multi-omics methods for environmental health risk assessment. Her work frequently involves large international cohort studies with particular attention to Hispanic youth populations, reflecting commitment to health equity and translational research. Scientific Awards Fulbright Scholarship from Harvard Medical School (2014) Erasmus Fellowship from Centre for Environmental Research, Spain (2012) Marie Curie Fellowship from Department of Public Health, University of Sheffield, UK (2003) Dr. Chatzi maintains significant research funding through multiple R01s, R21s, and U01 grants supporting her environmental health research program. Her leadership roles in major research centers indicate substantial mentoring of graduate students and postdoctoral fellows, though specific advisees aren't listed in the available information. She has demonstrated strong career development through progressive leadership roles in environmental health research. Dr. Chatzi leads the USC Center for Translational Research on Environmental Health (USC-R-TEN), which integrates human population data and multi-omics methods to understand environmental pollutant impacts. Her work with the Southern California Environmental Health Science Center (SCEHSC) promotes bench-to-population team science, community-engaged solution-based research, and comprehensive training across all career stages in environmental health sciences.

• Pediatrics
• Craniofacial Disorders
• Developmental Psychology
• +۳ مورد دیگر

Alexis Johns, PhD, is an Associate Professor of Clinical Pediatrics at the Keck School of Medicine of the University of Southern California (USC), affiliated with Children's Hospital Los Angeles (CHLA). Her research focuses on craniofacial disorders, particularly craniofacial microsomia and craniosynostosis, emphasizing psychosocial outcomes, developmental trajectories, and caregiver experiences. She leads initiatives such as the CARE Program, an international interdisciplinary network for craniofacial microsomia research. Dr. Johns' work bridges clinical care and patient-centered research, addressing topics like surgical decision-making, language development interventions (e.g., the BOOST trial), and healthcare disparities. Her studies often involve qualitative and longitudinal methodologies, exploring themes such as parental stress, cultural competency, and long-term quality of life in craniofacial patients. Her articles highlight trends in understanding the multifaceted impacts of craniofacial conditions, including psychosocial adaptation, surgical timing, and the role of caregiver support. Awards and grants are not explicitly listed in the provided text, but her contributions include protocol development for clinical trials and international collaborative frameworks. Dr. Johns collaborates with multidisciplinary teams across pediatrics, surgery, psychology, and global health to advance holistic care for craniofacial patients.

• Child and Adolescent Sexual Abuse
• Resilience
• Mental Health Outcomes
• +۴ مورد دیگر

Isabelle Daigneault is a Professor and Director of the TRAJETS Research Laboratory at the Université de Montréal’s Department of Psychology, part of the Faculty of Arts and Sciences. Her research focuses on sexual violence against children and adolescents, emphasizing resilience, mental health trajectories, and prevention strategies. She holds a Ph.D. in Clinical Psychology from the Université de Montréal and is Editor-in-Chief of the International Journal of Child and Adolescent Resilience (bilingual French-English). Education: Doctorate in Clinical Psychology from Université de Montréal. She also teaches courses such as PSY-3129 (Interview Methods), PSY-6674 (Change Processes in Child and Adolescent Psychology), and supervises doctoral programs in clinical psychology and neuropsychology. Research Interests: Life trajectories after childhood/adolescent sexual abuse (resilience, psychotherapy) Primary/secondary/tertiary prevention of sexual assault Health disparities in vulnerable populations (e.g., international students, individuals with disabilities) Effectiveness of interventions in child welfare systems Awards: None explicitly listed. Grants/Advising: Has led/co-led projects funded by FRQSC, IRSC, and SSHRC. Key collaborations include the CRIPCAS research center and the Chaire VSSMES. Supervised over 20 graduate students focusing on sexual violence prevention, trauma outcomes, and policy evaluation. Labs/Teams: Directs the TRAJETS lab, which studies health and resilience trajectories of sexually abused youth. Member of the CRIPCAS interdisciplinary research center and the EVISA research team.

Sanja Ilicمشاهده پروفایل

دانشیار

• Microbial Food Safety
• Public Health Education
• Hydroponic Crop Safety
• +۳ مورد دیگر

Dr. Sanja Ilic is an Associate Professor in the Department of Human Sciences at The Ohio State University's College of Education and Human Ecology. She also serves as a food safety state specialist. Her research focuses on microbial food safety in fresh produce, particularly hydroponic systems, and improving food safety practices among vulnerable populations such as immunocompromised individuals and those with chronic illnesses. She teaches courses on food safety and cultural foods. Her research emphasizes interventions to reduce contamination risks in hydroponic crops, knowledge translation to practical applications, and addressing barriers to food safety behaviors. Key areas include Listeria monocytogenes, Salmonella, and STEC pathogen control. She collaborates internationally on citizen science initiatives and food safety education programs for at-risk groups. Recent work explores food safety in meal kits, vulnerability definitions for foodborne disease risks, and sanitizer efficacy in hydroponics. She has contributed to global food safety standards and developed curricula for visually impaired students. Her interdisciplinary approach bridges agricultural science, public health, and clinical practice. No specific grants or lab teams are explicitly mentioned, though her work involves partnerships with agencies like Head Start and international collaborations.

• Media Literacy
• Media Education
• Media Arts
• +۳ مورد دیگر

Dr Amanda Levido is a Visiting Professor in the School of Education at Queensland University of Technology (QUT), within the Faculty of Creative Industries, Education & Social Justice. Her research focuses on media literacy, media education, and arts education, with a specialization in primary school settings. She holds a PhD and Master of Learning Innovation from QUT, alongside a dual degree in Drama/Film studies and Secondary Education. Her research explores digital literacies, children’s media practices, and the integration of technology in education. Notable projects include analyzing algorithmic literacies in children (2025), digital ethics frameworks (2024), and the impact of educational toys on media literacy. She has contributed to collaborative initiatives like the Digital Child Ethics Toolkit and the Manifesto for a Better Children’s Internet. Levido’s work emphasizes moving beyond technical skills to foster critical engagement with digital tools. Recent publications highlight her focus on primary education, digital childhoods, and policy advocacy. She has supervised research on media literacy pedagogies in early childhood education, collaborating with Professors Michael Dezuanni and Annette Woods. Her academic contributions span journal articles, book chapters, and research reports, addressing topics like robotics programs for low-SES students and online arts education during the pandemic. She is affiliated with the ARC Centre of Excellence for the Digital Child and actively engages in interdisciplinary research teams.

• Educational Gerontology
• Adult Education
• Early Childhood Education
• +۳ مورد دیگر

Gillian Boulton-Lewis is a Professor at Flinders University, specializing in Educational Gerontology, Early Childhood Education, and Educational Psychology. Her work focuses on aging and learning, cross-cultural studies, and moral education. She has authored/co-authored over 97 publications, including journal articles and edited volumes such as Active Ageing, Active Learning: Issues and Challenges (2012). Her research explores barriers to learning in later life, conceptions of aging, and pedagogical strategies. Boulton-Lewis has collaborated extensively with international scholars, addressing topics like Indigenous education, cognitive development, and workplace learning. She has contributed to policy debates on active aging and authored foundational texts on teaching and assessment in higher education. Education: Doctorate in Education (PhD). Affiliations: Flinders University, contributing to academic programs and research initiatives. Her research interests span educational gerontology, adult learning, and early childhood development. She has investigated structural barriers to education for older adults, cross-cultural perceptions of aging, and teachers' epistemological beliefs. Boulton-Lewis has also examined cognitive strategies in Indigenous Australian students and the role of technology in aging populations. Her work bridges theory and practice, influencing educational policy and pedagogical approaches. Key publications analyze topics such as moral education in early years, health and aging, and conceptions of learning in diverse cultural contexts. She has been a frequent contributor to journals like Educational Gerontology and Australasian Journal of Early Childhood .

Lauren Covingtonمشاهده پروفایل

استادیار

• Sleep Health
• Health Disparities
• Health Equity
• +۵ مورد دیگر

Lauren Covington, PhD, MS, RN, is an Assistant Professor in the School of Nursing at the University of Delaware. She holds a PhD from the University of Maryland School of Nursing, an MS in Clinical Nurse Leadership from the same institution, and a BA from Franklin and Marshall College. Her research focuses on sleep health disparities in socioeconomically disadvantaged families, emphasizing multi-level determinants of sleep and interventions to improve health outcomes. She is a pediatric ICU nurse and clinical instructor, teaching pediatrics in undergraduate nursing programs. Dr. Covington’s research interests include family sleep health, health equity, and behavioral change strategies. She has led numerous grants, including the NIH NINR Social Determinants of Health Summer Research Institute and the Heilbrunn Nurse Scholar Award. Her work has been recognized with awards such as the 2024 Delaware Today Top Nurse for Excellence in Research and the Karen Soeken Excellence in Dissertation Award (2018). Her publications span topics like sleep disparities in Black adolescent girls, pediatric sleep apnea screening, and the role of school nurses in addressing health inequities. She leads the School Health Initiative for Equity and Leadership/Learning in Delaware (SHIELD) and collaborates with the Sleep and Circadian Health Research Program. Her grants include community-engaged projects like AI sleep chatbots for autism and sleep strategies for Delaware families. Dr. Covington mentors students in grants and teaches courses such as NURS411 (Critical Care Nursing in Pediatrics) and NURS356 (Care of Children and Families). Her research and clinical work aim to bridge gaps in sleep health access for underserved populations.

Vanessa Kahenمشاهده پروفایل

استاد

• Developmental Psychology
• Family Systems
• Emotional Regulation
• +۲ مورد دیگر

Dr. Vanessa Kahen serves as Professor and Department Chair of Psychology at West Chester University of Pennsylvania. Her research examines how family relationships influence social, emotional, and academic wellbeing across developmental stages, particularly during educational transitions. Current collaborative research investigates family environment impacts on emotional regulation during college transition. She teaches courses including Multicultural Psychology, Research Methods, Abnormal Psychology, and Developmental Psychology across undergraduate and graduate programs. Her research publications focus on family-school connections, transition adjustment, and cross-cultural psychological processes. Recent research explores how family functioning relates to emotional coping strategies during emerging adulthood transitions. Methodological approaches include longitudinal designs examining developmental trajectories of family functioning and child adjustment across educational stages.

• Inclusive Education
• Special Education
• Sensory Learning Disabilities
• +۴ مورد دیگر

Paul Pagliano is a Professor in the Department of Education at James Cook University, specializing in inclusive education, special education, and sensory learning disabilities. His work focuses on multisensory environments (MSE), disaster education, and ethics in blended learning. He has authored/co-authored over 60 publications, including books and peer-reviewed articles. Notable contributions include The Multisensory Handbook (2012) and chapters in leading textbooks like Education for Inclusion and Diversity (2019, 2012). His research emphasizes sensory integration therapies, disability inclusion policies, and mental health support in universities. Research Interests: Inclusive education policies Multisensory environments for disability care Disaster preparedness in schools Mental health in higher education Career development counseling His articles consistently address sensory stimulation applications (e.g., snoezelen therapy), transition support for students with disabilities, and mental health trends among university students. Collaborative projects with colleagues like Margaret Carter and Helen Boon explore blended learning ethics and disaster management for students with disabilities. Labs/Teams: Active in JCU's School of Education research clusters focusing on disability inclusion and educational technology. Collaborates internationally with organizations like ISNA-MSE and the South Pacific Educators in Vision Impairment (SPEVI).

• Environmental Education
• Climate Change Education
• Sustainability in Teacher Education
• +۵ مورد دیگر

Robert B. Stevenson is a Professor at James Cook University, specializing in environmental education, climate change education, and sustainability in teacher training. He has authored/co-authored over 50 publications, including the influential International Handbook of Research on Environmental Education (2013) and numerous journal articles on climate justice, community resilience, and curriculum design. His work bridges theoretical research and practical policy, particularly in embedding sustainability principles into educational systems. He has led interdisciplinary projects on climate adaptation in tropical regions and collaborated internationally on frameworks for environmental pedagogy. Key contributions include the Systems Change Model for teacher education and analyses of Indigenous knowledge systems in climate adaptation. His research emphasizes equity, holistic learning, and the intersection of education with socioecological challenges. Education: Extensive academic background in education and environmental studies, though specific degrees are not detailed in the provided texts. Research Interests: Focuses on environmental education policy, climate justice pedagogy, resilience in disaster-prone regions, and curriculum development for sustainability. His work critically examines binaries in socioecological systems and advocates for transformative educational practices. Publications: Over 50 peer-reviewed articles, book chapters, and edited volumes, including major contributions to Environmental Education Research , Australian Journal of Adult Learning , and Journal of Environmental Education . He has also produced policy guides for embedding sustainability in teacher education programs. Grants & Collaborations: Led projects applying social resilience theory in North Queensland and collaborated with institutions globally, including Springer and Palgrave Macmillan. His research often intersects with international climate initiatives and disaster management frameworks. Labs/Teams: Part of research networks focused on environmental education, climate adaptation, and teacher training. Collaborates with the Institute for Land, Water and Society and other interdisciplinary groups.

• Early Childhood Development
• Social and Emotional Learning (SEL)
• Sociopolitical Factors in Health and Education
• +۴ مورد دیگر

Michael Strambler is an Associate Professor of Psychiatry at Yale School of Medicine and Director of Child Wellbeing and Education Research at The Consultation Center. His work focuses on early childhood development, social-emotional learning (SEL), and sociopolitical influences on health and education. He leads the Partnership for Early Education Research (PEER), a collaboration between Connecticut communities and universities. Education: Ph.D. in Clinical Psychology, University of California, Berkeley (2007) Predoctoral Fellowship, Institute for Juvenile Research, University of Illinois at Chicago (2007) Postdoctoral Fellowships at Rush Neurobehavioral Center (2008) and Yale School of Medicine (2010) Research Interests: Dr. Strambler’s research addresses three themes: early childhood care and learning, psychosocial wellbeing (SEL), and sociopolitical factors shaping healthcare and education systems. He emphasizes applied research to solve practical problems, combining rigorous methodology with community partnerships. Key Contributions: Developed frameworks for SEL pedagogies and implementation strategies Studied pandemic-era education shifts and trauma-informed community initiatives Conducted meta-analyses on SEL interventions and latent class analyses of youth needs Awards: Kenneth B. and Mamie P. Clark Early Career Grant (2012) Ford Foundation Postdoctoral Award (2009) W.T. Grant Foundation Junior Scholar Award (2007) Labs/Teams: Directs the Strambler Lab and oversees PEER, promoting equity in early education and child wellbeing through interdisciplinary collaboration.