جست‌وجوی استاد و پژوهشگر

Pam Grossmanمشاهده پروفایل

استاد

• Teacher Preparation
• Teacher Professional Development
• Educational Leadership
• +۳ مورد دیگر

Pam Grossman is a Professor of Education at the University of Pennsylvania’s Graduate School of Education (Penn GSE), where she served as Dean from 2014 to 2023. Previously, she held endowed professorships at Stanford University (Nomellini-Olivier Professor of Education) and the University of Washington (Boeing Professor of Teacher Education). Her research focuses on teacher preparation, instructional quality, and project-based learning, with notable contributions to frameworks like the Protocol for English Language Arts Teaching Observation (PLATO). Her work emphasizes practice-based teacher education and the role of core teaching practices in improving classroom effectiveness. Key projects include the Hollyhock Fellowship for early-career teachers and collaborations on the Measures of Effective Teaching initiative. She has authored influential books and articles in journals such as Teachers College Record and American Educational Research Journal . Leadership Roles: Vice President of the National Academy of Education, Co-Principal Investigator on major studies like the New York City Teacher Pathways Project. Grants & Funding: Supported by NSF, Institute of Education Sciences, Spencer Foundation, and Carnegie Corporation. Her recent initiatives include a professional development model using PLATO to enhance instructional practices and partnerships like the Penn-Lea School collaboration. Grossman advocates for systemic solutions to teacher shortages and diversifying the educator workforce through programs like “grow your own” initiatives.

• Sociolinguistics
• Language Policy
• Language and Identity
• +۱۲ مورد دیگر

Anna Kaganiec-Kamieńska is an Assistant Professor at the Institute of American Studies and Polish Diaspora, Faculty of International and Political Studies, Jagiellonian University in Kraków, Poland. She holds a Ph.D. in Sociology and has a strong academic background in English and Spanish languages and cultures. Her research is deeply interdisciplinary, focusing on sociolinguistics, language policy, ethnic and national identity, and transnationalism, with a particular emphasis on Latin America, the Caribbean, and the United States. Her research interests center on the complex interplay between language, identity, and power. Key areas include language policy and ideologies in Puerto Rico and Latin America, the status of heritage languages among diasporic communities (notably Polish in Argentina), the dynamics of bilingualism, and the formation of national and ethnic identities in multicultural and post-colonial contexts. She also investigates the role of language in human rights and the cultural rights of indigenous peoples. Her recent publications and conference presentations reveal a clear trend towards analyzing contemporary political and social issues through the lens of language. Her work frequently examines Puerto Rico’s unique linguistic and political status, the impact of globalization, and the digital age on language use and attitudes, including informal learning in online communities. She has published extensively in peer-reviewed journals and academic volumes. Fulbright Fellowship (2017-2018) Kosciuszko Foundation Grant (2004-2005) Society-Environment-Technology Program Grant, Jagiellonian University (2013, 2015) Dr. Kaganiec-Kamieńska is an active member of the academic community. She has served on the editorial board of the journal "Studia Migracyjne-Przegląd Polonijny" and was its assistant editor from 2012 to 2016. She is a member of several scholarly associations, including the Latin American Association for Linguistics and Philology (ALFAL), the American Association of Teachers of Spanish and Portuguese (AATSP), and the Polish Association of Hispanists. Her research is collaborative, as evidenced by her joint projects with scholars from institutions in Puerto Rico, such as the Universidad de Puerto Rico-Río Piedras.

• Digital Humanities
• Literary Studies
• Cultural Analytics
• +۳ مورد دیگر

Dr. James O'Sullivan is a Senior Lecturer in Digital Humanities at University College Cork (UCC), affiliated with the School of English & Digital Humanities and the Department of Digital Humanities. He previously held roles at the University of Sheffield and Pennsylvania State University, and has adjunct and visiting positions at several institutions. His academic roles include serving on UCC's Research & Innovation Committee and the inaugural board of the Future Humanities Institute, where he leads the Digital Cultures, New Media, & Cultural Analytics research cluster. Dr. O'Sullivan's research focuses on digital literature, cultural analytics, and the intersection of technology with literary studies. He has edited major works like The Bloomsbury Handbook to the Digital Humanities and Technology in Irish Literature & Culture , and authored Towards a Digital Poetics . His work explores topics such as electronic literature, digital editing, and the societal impact of AI. He leads high-profile research projects including CASCADE (Horizon Europe MSCA Doctoral Network) and C21 Editions (IRC/AHRC-funded). His peer-reviewed publications span journals like Digital Scholarship in the Humanities and Poetics , addressing topics from authorship attribution to computational stylistics. Dr. O'Sullivan contributes to public policy through roles like Teaching & Learning Policy Advisor for AI at Ireland's Higher Education Authority. He chairs Sample-Studios, Cork's largest artist-led group, and regularly publishes op-eds in outlets like The Guardian and The Irish Times .

Louisa Willoughbyمشاهده پروفایل

دانشیار

• Multilingualism
• Language and Identity
• Deaf Studies
• +۳ مورد دیگر

Louisa Willoughby is an Associate Professor (Research) in Linguistics at Monash University, Australia. Her work focuses on sociolinguistics and applied linguistics, particularly multilingualism in multicultural societies. She explores how institutions engage with non-English speaking communities, emphasizing language and identity interconnections. Her research includes studies on Deaf sign language users, migrant language communities, and adolescent language behavior. **Research Interests:** Language Policy and Institutional Engagement Deaf Education and Tactile Sign Languages Migrant Language Maintenance Language Attitudes and Social Cohesion Adolescent Communication Practices **Key Projects:** Acquiring Physical Skills: Exploiting Games Technology to Teach Sign Language (2011–2014) Research Bridging the Theory-Practice Gap in Sign Language Teaching (2015–2021) Adapting Sign Languages for Deafblind Communication (2016–2020) Transforming Auslan Education in Australia (2024–2027) **Awards:** Monash Postgraduate Association Supervisor of the Year (2016) Dean's Award for Impact and Engagement (2022) Michael Clyne Prize (2008) **Engagement:** Collaborates with government agencies like the Victorian Deaf Education Institute and the Australian Federation of Deaf Societies. Serves on advisory boards for policy development in language education and accessibility.

• Cultural Studies
• Gender Studies
• Film Studies
• +۴ مورد دیگر

Dr. Karol Valderrama-Burgos is a Lecturer in Spanish Studies at the University of St Andrews, School of Modern Languages. She holds a PhD (2020) and MA in Film from the University of Leicester, and a BA in Education from Universidad Pontificia Bolivariana (Colombia). Her research focuses on Latin American cinema, particularly Colombian films analyzing gender representation, feminist perspectives, and decolonial thought. She coordinates first-year advanced Spanish language modules and serves as Employability Officer at the School level. Education : PhD in Film and Film Cultures (University of Leicester, 2020) MA in Film and Film Cultures (University of Leicester) BA in Education (Spanish/English emphasis, Universidad Pontificia Bolivariana) Research Interests explore women filmmakers, queer visual cultures, and gender in Colombian/Latin American cinema. Her monograph Mujer, diversidad y cine en Colombia (2023) examines contemporary Colombian films through gender lenses. She co-coordinates Red Cu (queer studies network) and is SLAS Committee co-treasurer. Publications span peer-reviewed journals like Journal of Romance Studies and Latin American Perspectives , with forthcoming works in Palgrave Macmillan. Her research integrates decolonial frameworks and feminist theory, addressing topics like pandemic's impact on feminist art, lesbian narratives, and queer cinematic practices. Awards/Grants : PhD funded by Colciencias (Minciencias, Colombia). Contributions include curriculum development projects emphasizing inclusive policies (e.g., BAME project at Leicester). Teaching & Leadership : Taught at Queen's University Belfast, De Montfort University, and Leicester. Current roles include Spanish language coordination and creative assessment initiatives. Over 10 years of university teaching experience in language pedagogy and research-led modules. Labs/Networks : Co-leads Red Cu (queer studies in visual culture) and was PG/EC Coordinator for IGSRC (Gender/Sexuality Research Cluster).

• Persian Poetry
• Persian Language Grammar
• Translation Studies
• +۳ مورد دیگر

Narguess Farzad is a Senior Lecturer in Persian Studies (Education) at the School of Languages, Cultures and Linguistics, SOAS University of London. She holds additional roles as Departmental Director of Recruitment, Admissions and Marketing, and Associate Member of the Centre for Media and Film Studies. Her primary academic focus is Persian language and literature, with specialties in modern and classical Persian poetry, translation studies, and pedagogical approaches to teaching Persian as a foreign language. Farzad's research interests include the grammar of modern Persian, translation challenges of Persian poetry into English, and the poetry of the Persian-speaking world. She leads the Persian Language Online project, an initiative promoting digital accessibility to Persian language education. Her qualifications include a BA from London, with a focus on languages and literature. Her publications span scholarly essays on Rumi's mystical poetry, Hafiz's translation challenges, and the cultural impact of Persian literature. She frequently contributes to BBC cultural programs and academic journals, emphasizing the enduring relevance of classical Persian works in global contexts.

Marwa Alnajjarمشاهده پروفایل

مدرس

• English Language Teaching
• Applied Linguistics
• Medical Education
• +۴ مورد دیگر

Marwa Alnajjar is a Lecturer in English at the Royal College of Surgeons in Ireland – Medical University of Bahrain (RCSI Bahrain), contributing to medical and higher education through language instruction. She is also affiliated with the International Education & Lifelong Learning Institute and maintains academic ties with the University of St Andrews. Educational Background: Bachelor of Education (English), University of Bahrain, 2012 Master of Arts in English Language Teaching, Coventry University, 2016 CELTA Certification, University of Cambridge, 2018 Fellow (FHEA), Advance HE, 2023 Senior Fellow (SFHEA), Advance HE, 2025 Her research and teaching interests center on English Language Teaching (ELT) , Applied Linguistics , and pedagogical development in higher and medical education. With a strong focus on lifelong learning and TESOL, her work supports non-native English speakers in academic and professional medical contexts. She is recognized for excellence in teaching through Advance HE fellowships, reflecting her commitment to educational quality. Marwa Alnajjar has received formal recognition for her contributions to teaching and learning in higher education: Senior Fellow of the Higher Education Academy (SFHEA), Advance HE – Awarded 7 February 2025 Fellow of the Higher Education Academy (FHEA), Advance HE – Awarded 13 September 2023 She is actively engaged in academic instruction and professional development, with no indication of past or retired status. While no formal advisees or research grants are listed, her role emphasizes curriculum delivery and language support within a medical university context.

John Hospمشاهده پروفایل

استاد

• Data-based decision making
• Curriculum-based measurement
• Special education
• +۳ مورد دیگر

John Hosp is a Professor at the University of Massachusetts Amherst, affiliated with the Department of Student Development (SD) in the School of Education. His roles include academic research and teaching in special education and assessment methodologies. He holds a B.A. from Hobart College (1992), an M.S. (CAGS) from Rochester Institute of Technology (1995), and a Ph.D. from Vanderbilt University (2002). His research focuses on data-driven educational decision-making, curriculum-based measurement, and addressing disproportionate representation of minority students in special education. He has extensively studied reading/literacy instruction, assessment tools for science and math, and interventions for students with learning disabilities. Notable contributions include works on improving screening efficiency in literacy, analyzing oral reading fluency metrics, and synthesizing ELL intervention strategies. His publications emphasize practical applications of assessment data to enhance teaching and learning outcomes.

Stephen Hopkinsمشاهده پروفایل

استادیار

• Medieval Studies
• Old English Literature
• North Sea Context Literature
• +۶ مورد دیگر

Stephen Hopkins is an Assistant Professor at the University of Virginia, specializing in medieval literature with a focus on early English texts within their North Sea cultural context. His research examines how religious ideas developed in medieval Northern Europe through vernacular apocryphal texts, particularly exploring concepts of hell and local theological experimentation. He is currently completing a book, *Translating Hell*, analyzing apocryphal hell narratives in the North Sea region. His work bridges manuscript studies, oral tradition, and global perspectives on medieval literature. Education: Ph.D. in English, Indiana University, Bloomington (2019) M.A. in English, Indiana University, Bloomington (2015) B.A. in English, Miami University (OH) (2011) Research Interests: Hopkins investigates how medieval writers used non-canonical texts as 'experimental spaces' to address theological and identity questions. He explores intersections between oral and scribal cultures, manuscript transmission, and the regional adaptation of Christian ideas. Current projects include a collected edition of Old English apocrypha and studies of the Legends of the Holy Rood. Teaching & Awards: Known for innovative pedagogy, he has received awards such as the Excellence in Undergraduate Teaching Award (UCF, 2023) and a Telly Award for educational videos on medieval sagas. His teaching incorporates digital tools like role-playing games to engage students with medieval themes. Funding & Projects: Recipient of NEH Fellowships (2024), Mellon Foundation support, and grants from the American Scandinavian Foundation. Collaborates on *e-Clavis: A Dictionary of Apocrypha* and *The Sources of Old English and Anglo-Latin Literary Culture* projects.

Haihua Chenمشاهده پروفایل

استادیار

• Artificial Intelligence
• Data Science
• Data Quality
• +۷ مورد دیگر

Haihua Chen is an Assistant Professor of Data Science in the Department of Information Science at the University of North Texas (UNT), with a co-affiliation in Health Informatics. They lead the Intelligent Data Engineering and Analytics (IDEA) Lab, focusing on interdisciplinary research in artificial intelligence, data science, and informatics. Chen earned a Ph.D. in Information Science (concentrating in Data Science) from UNT in 2022, an M.S. in Information Science from Wuhan University, and dual B.S. degrees in Information Science and English Literature from Central China Normal University. Research interests span applied machine learning, data quality evaluation, NLP, and informatics applications in legal and healthcare domains. Notable work includes developing frameworks for measuring scientific novelty, constructing high-quality legal and biomedical datasets, and leveraging AI for precision medicine and disaster response. Chen has secured over $499K in external grants, including NSF REU and HSI projects, and $20K+ in internal grants. Their work has been published in top journals like Journal of Informetrics , IEEE Transactions on Reliability , and Scientometrics , with a strong focus on innovation measurement and data-centric AI. Teaching includes courses on computational methods, data analysis, and AI in healthcare. Professional leadership roles include chairing ASIS&T SIG-STI and editorial roles for Journal of the Association for Information Science and Technology , Knowledge and Information Systems , and others. Awards include UNT’s Great Grads Award and the Linda Schamber Writing Award.

Mutuota Kigothoمشاهده پروفایل

مدرس

• Literacy Education
• Numeracy Education
• Reading Comprehension
• +۱۲ مورد دیگر

Dr. Mutuota Kigotho is a Lecturer in English, Literacies and Language Education within the School of Education at the University of New England (UNE), Australia. She is a member of the Literacies and Numeracies in Context research team, contributing to literacy and numeracy education across the curriculum. Her academic journey includes a Doctor of Education from Macquarie University and teaching qualifications from Kenya and Australia. BEd, University of Nairobi, Kenya MEd, Kenyatta University, Kenya EdD, Macquarie University, Australia GCTE, University of New England, Australia Her research and teaching focus on literacy and numeracy education, particularly in reading comprehension, writing instruction, rhetoric, and the integration of digital tools. She is passionate about distance education, eLearning, and the use of social media to enhance learning, especially in diverse and remote contexts. Her work emphasizes multimodal literacies, functional grammar, and decolonising approaches to language education. Recent publications highlight her engagement with decolonising literacies, digital narratives, blogging for struggling writers, and cross-curricular literacy. Her scholarly output spans journals like Literacy Learning: the Middle Years and conference proceedings from AARE, AILA, and international education summits. She has co-edited special issues on open and distance learning, reflecting her commitment to flexible and inclusive education. Dr. Kigotho is actively involved in academic service, serving as Treasurer of the Open and Distance Learning Association of Australia (ODLAA). She is also a member of the Australian Teacher Education Association (ATEA), Australian Literacy Educators’ Association (ALEA), PETAA, and ETA. In supervision, she has guided research on functional grammar, visualization in reading, ESL curriculum, TAFE leadership, and the role of scripture in education policy. She continues to contribute to national and international dialogues on literacy, technology, and equity in education. Her professional engagement extends to community initiatives, including supporting immigrant integration in the New England region. She maintains an active online presence through her personal website and academic profiles on Google Scholar, ORCID, and LinkedIn.

Zuocheng Zhangمشاهده پروفایل

دانشیار

• Disciplinary Literacies
• TESOL Education
• ESP (English for Specific Purposes)
• +۹ مورد دیگر

Zuocheng Zhang is an Associate Professor in the School of Education at the University of New England (UNE), Australia, where he is part of the English, Literacies and Language Education team. He previously held the position of full professor in applied linguistics at the University of International Business and Economics in China and played a pivotal role in establishing the nationally accredited Business English Major in China. At UNE, he leads the Interculturality and Education Strategic Research Group and teaches in TESOL, disciplinary literacies, and cultural diversity education. His educational background includes a BA from Xi'an International Studies University (XISU), an MA from Northwestern Polytechnical University (NPU), and a PhD from the University of Sydney. Zuocheng Zhang's research centers on disciplinary literacies, ESP teacher development, multimodal discourse analysis, interculturality in education, and the experiences of international students. He investigates how professional identities are constructed in educational and workplace contexts, particularly in Business English and international education settings. His work often employs critical discourse and multimodal analysis to examine university communications, curriculum design, and student transitions. His recent publications (2019–2025) reveal a consistent focus on international student education, TESOL pedagogy, and professional identity formation. He frequently publishes in journals such as English for Specific Purposes , Discourse & Communication , and Ibérica , and with publishers like Routledge and Springer. His research often involves comparative and multimodal methods, particularly in analyzing university websites and digital media. He has received research funding from both Chinese national agencies and internal UNE sources, supporting projects on international student transitions, multimodal inclusivity, and digital pedagogy. Notable grants include a National Office of Philosophy and Social Sciences grant in China and multiple UNE internal funding awards. Zuocheng Zhang has supervised numerous higher degree research students to completion, including PhD and EdD candidates, with topics ranging from ESL classroom anxiety to rhetorical agency in political texts. His current HDR student is Jennifer Kompara, researching subject literacy in legal studies. He is actively involved in research teams, including projects on international graduates’ transition to regional workplaces and multimodal construction of diversity. He is a member of professional associations such as the Asia-Pacific Rim LSP and Professional Communication Association, Australian Council of TESOL Associations, and the International Association for the Psychology of Language Learning.

• queer and trans of color critique
• queer theory
• critical race theory
• +۷ مورد دیگر

Victor Román Mendoza is an Associate Professor of Women's and Gender Studies and English Language and Literature at the University of Michigan's College of Literature, Science, and the Arts. He holds a joint appointment across Women's and Gender Studies, English, and American Culture departments, and serves as the Acting Director of the Asian/Pacific Islander American Studies Program while also maintaining faculty affiliation with the Center for Southeast Asian Studies. Education: Ph.D. in English from the University of California, Berkeley Mendoza's research operates at the critical intersection of queer and trans of color critique, critical race theory, and transnational feminist studies. His scholarship explores how U.S. imperialism shapes racial, sexual, and gendered formations through careful analysis of Asian American literature and culture, multiethnic U.S. literary traditions, visual cultures, and modernist formations. His methodological approach combines archival research with theoretical innovation to examine colonial intimacies and imperial citizenship across historical and contemporary contexts. Mendoza's publications reveal a sustained intellectual trajectory examining the intersections of race, gender, sexuality, and U.S. imperial power. His work spans historical analysis of American colonialism in the Philippines to contemporary Asian American literary studies, demonstrating conceptual continuity between seemingly disparate periods through attention to how imperial power operates through intimate relations and cultural formations. Scientific Awards: Finalist for National Book Award in the Philippines (2017) for Metroimperial Intimacies As an educator and institutional leader, Mendoza has significantly contributed to the development of interdisciplinary scholarship at the University of Michigan. His leadership of the Asian/Pacific Islander American Studies Program demonstrates his commitment to building academic structures that center marginalized voices and experiences. While currently not accepting new graduate students, his mentorship has influenced numerous scholars working at the intersections of queer theory, critical race studies, and transnational feminisms. Mendoza's scholarly work is deeply integrated with institutional initiatives at Michigan, particularly through his involvement with the Center for Southeast Asian Studies and the Asian/Pacific Islander American Studies Program, where he helps cultivate research and dialogue on Asian diasporic experiences and U.S. imperial histories.

• English Language Teaching
• Linguistics
• Second Language Acquisition
• +۵ مورد دیگر

Ayça Dinçer serves as a Lecturer at Çukurova University's School of Foreign Languages since 2010, holding a PhD in English Language Education from the same institution. Her academic foundation includes doctoral (2008-2014) and postgraduate (2005-2008) studies in Foreign Language Education at Çukurova University, and an undergraduate degree in English Linguistics from Hacettepe University (1994-1999). Her educational background encompasses: Doctorate (2008-2014): Çukurova University, Foreign Language Education, English Language Education Postgraduate (2005-2008): Çukurova University, Foreign Language Education, English Language Education Undergraduate (1994-1999): Hacettepe University, Faculty of Literature, English Linguistics Dinçer's research centers on English Language Teaching methodology, with emphasis on discourse analysis, figurative language, and self-regulated learning strategies. She investigates collocations in EFL materials, metonymy in coursebooks, gender representation, and teacher-student dynamics in writing instruction. Her work bridges theoretical linguistics with classroom applications, particularly in Turkish higher education contexts. Analysis of her 2014-2022 publications reveals persistent focus on linguistic phenomena in pedagogical materials and learner outcomes. Key trends include collocation patterns in student writing, metonymic structures in textbooks, and self-regulation frameworks for writing instruction. These studies collectively advance evidence-based ELT practices through empirical classroom research. No scientific awards were documented in the source material. She executed two significant research projects: 'Promotion of Self-Regulation in Writing Instruction' (2015-2016) and 'Collocational Analysis of EFL Coursebooks' (2018-2020). Dinçer actively promotes institutional collaboration through the Language-for-All Conference series, serving as editor for multiple proceedings and organizing four international conferences (2022-2025) focused on language education innovation.

• English teacher preparation
• middle and secondary writing pedagogy
• rural education
• +۳ مورد دیگر

Jessica Gallo, Ph.D., is an Associate Professor of Secondary Education at the University of Nevada, Reno, affiliated with the College of Education and Human Development. She teaches in the Secondary Education Department and focuses on English teacher preparation, writing pedagogy, and rural education. Education: Ph.D. in Curriculum and Instruction—Literacy Studies, University of Wisconsin-Madison M.S. in Curriculum and Instruction—Literacy Studies, University of Wisconsin-Madison B.S. in English, University of Wisconsin-Madison Her research emphasizes rural education challenges, teacher professional development, and innovative writing instruction. Recent publications explore topics like AI integration in teacher methods courses, place-conscious pedagogy, and post-pandemic classroom adaptations. Gallo's work bridges theory and practice in clinical teacher education contexts. She has received recognition as a National Writing Project Teacher Leader and co-directed the Rural Wisconsin Writing Institute. Her career spans rural K-12 teaching experience and higher education leadership, contributing to discussions about field experiences, educational equity, and teacher wellness through mindfulness practices.