جست‌وجوی استاد و پژوهشگر

• Educational Psychology
• Student Motivation
• Development of Interest
• +۹ مورد دیگر

David A. Bergin is a Professor of Educational Psychology in the College of Education at the University of Missouri. With over 30 years of experience, his work focuses on motivation for learning in both academic and informal settings, particularly among underrepresented student populations. He has made significant contributions to understanding how interest enhances learning, achievement, and career choice. His research explores key areas including student motivation, the development of academic interest, engagement in STEM fields, classroom dynamics, and the role of teacher-student relationships. He has also investigated low-stakes testing motivation, college access initiatives for students of color, middle school engineering education, and summer research programs for teachers in neural engineering. These diverse yet interconnected themes reflect a deep commitment to equitable and effective learning environments. Bergin is the co-author of the widely used textbook Child and Adolescent Development in Your Classroom , now in its third edition, designed for pre-service teachers. His scholarly leadership includes serving as Past President of Division 15 (Educational Psychology) of the American Psychological Association and editorial roles in leading journals such as Journal of Educational Psychology , Educational Psychology Review , Contemporary Educational Psychology , and Journal of Counseling Psychology . His notable recognitions include: Outstanding College Teaching Award, University of Missouri College of Education (2018) Fulbright Scholar, Temuco, Chile (2013) Past President, APA Division 15 Bergin holds a PhD and an Educational Specialist degree in evaluation from Stanford University. His teaching excellence extends internationally, having taught a master’s course on motivation in Spanish during his Fulbright year. While specific advisees are not listed, his extensive research and academic leadership suggest active mentorship of graduate students. He has also contributed to grant-funded initiatives related to teacher development and equity in STEM education. Though no formal lab or research team name is mentioned, his work appears to be conducted through collaborative projects involving K–12 schools, teacher training programs, and university-based research initiatives focused on motivation and learning sciences.

• Educational Technology
• Technology-Enhanced Learning
• Learning Design
• +۴ مورد دیگر

Dr. Amanda Gigliotti is a Senior Lecturer at the School of Education, University of Wollongong , with expertise in technology-enhanced learning and teacher design practice. Her research investigates how educators integrate technology into pedagogy, focusing on design decisions and professional development. Current role (2025–present): Senior Lecturer, University of Wollongong Previous appointments: Lecturer (2023–2024), Career Development Fellow (2020–2023) PhD in Education (2020), Bachelor of Primary Education (Honours) (2011) Her work emphasizes inclusive digital learning , with grants totaling $292,797.25 as lead investigator. She co-authored 6 journal articles, 2 book chapters, and 2 reports, often collaborating on topics like online curriculum design and WIL simulations. Key awards include the University of Wollongong's Vice Chancellor (Early Career) Award for teaching excellence. She chairs UOW’s Early Career Researcher Committee and founded ASSH’s Early Career Academic Network, mentoring over 100 international academics.

Irene Duranczykمشاهده پروفایل

دانشیار

• Mathematics Education
• Community College Mathematics Education
• Developmental Mathematics Education
• +۳ مورد دیگر

Irene Duranczyk is an Associate Professor of Mathematics Education in the Department of Curriculum and Instruction at the University of Minnesota's College of Education. Her work focuses on advancing mathematical literacy at the undergraduate level, with particular attention to creating equitable educational opportunities through community engagement and multicultural perspectives. As a first-generation college student from a working-class family, she brings personal experience to her commitment to addressing educational inequalities. Her educational background includes an EdD from Grambling State University's College of Education, with a focus on Developmental Education: Higher Education Administration and Management, and a cognate in Mathematics Education. Duranczyk's research centers on understanding institutional barriers and cognitive/affective blocks students face in college mathematics, with particular emphasis on community college mathematics education. She employs a multicultural equity pedagogy framework and integrates universal instructional design principles into her work. Her research aims to develop pedagogical processes and assessment practices that prepare students for success in college-level mathematics, thereby expanding opportunities for students to complete college education and pursue degrees requiring advanced mathematical skills. Her recent scholarly output reveals a strong focus on measuring and improving the quality of algebra instruction at community colleges. Through NSF-funded research, she has developed instruments to assess mathematical knowledge for teaching college algebra and investigated conditions under which algebra courses improve student learning. Her work spans multiple methodologies including video analysis of classroom instruction, cognitive interviews with faculty, and psychometric analysis of assessment tools. National Science Foundation Principal Investigator (2020-2023, $501,852) National Science Foundation Supplemental Funds (2024-2025, $100,370) 2007 National Association for Developmental Education (NADE) Outstanding Research Conducted by a Developmental Education Practitioner Award Duranczyk has secured significant grant funding, most notably a three-year, $2.3 million NSF grant (as co-PI with Nidhi Kohli, Vilma Mesa, April Strom, and Laura Watkins) to study algebra instruction at community colleges. This project investigates conditions under which algebra courses improve student learning across six community colleges in three states, focusing on linear equations, rational equations, and exponential equations. She has also been involved in international collaborations with educators in Russia and China, and participates in faculty learning communities focused on international and multilingual student success. Her work extends to the development of Integrated Multicultural Instructional Design (IMID) frameworks for postsecondary settings and Multicultural Equity Pedagogy for online education, reflecting her commitment to creating inclusive learning environments that address diverse student needs.

Tyler Hollettمشاهده پروفایل

دانشیار

• Interest-driven learning
• Learning in informal settings
• Digital media and learning
• +۵ مورد دیگر

Dr. Tyler Hollett serves as an Associate Professor of Learning Sciences in the Department of Learning and Performance Systems at The Pennsylvania State University, contributing to the Learning, Design, and Technology program from 315 Keller Building, University Park, PA. His research champions interest-driven learning often devalued by formal institutions and neoliberal markets, investigating contexts like skateboarding, video gaming, and nature hobbies (fishing, birding). Hollett examines how passion-fueled activities generate embodied, affective learning that transcends goal-oriented education, advocating for equitable alternatives to capitalist learning trajectories. Current projects focus on intergenerational play through the FIGMENT Lab, exploring family gaming dynamics, climate engagement via outdoor hobbies, and evolving children's play across settings. Analysis of his recent publications reveals a methodological commitment to qualitative inquiry, with recurring themes of spatial-temporal rhythms, affective atmospheres, and embodied cognition. His work bridges learning sciences, critical pedagogy, and digital media studies, increasingly emphasizing intergenerational and ecological dimensions of informal learning. No scientific awards are listed in his current profile. However, Hollett actively mentors graduate students, inviting collaboration on FIGMENT Lab initiatives. His advising philosophy emphasizes rigorous scholarship within supportive, interest-driven research teams, with the FIGMENT Lab representing his current focus on family-centered learning in gaming, nature, and play contexts.

Jennifer Richardsمشاهده پروفایل

استادیار

• Teacher Learning
• Responsive Learning Environments
• Science Education
• +۳ مورد دیگر

Jennifer Richards serves as a Research Assistant Professor at Northwestern University's School of Education and Social Policy, Evanston, IL. Her work bridges science education research and K-12 classroom practice through research-practice partnerships focused on teacher learning and responsive pedagogy. Her educational background includes: PhD in Science Education, University of Maryland (2013) MEd in Secondary Science Education, University of Maryland (2008) BA in Biology and Political Science, University of Delaware (2006) Richards' research examines responsive learning environments that center students' ideas and experiences, alongside teacher practice dynamics across contexts. She employs discourse analysis and situative perspectives to investigate how teachers develop responsiveness to student thinking, particularly in science education settings. Her collaborative approach involves co-designing professional learning with educators to foster equitable classroom practices. Analysis of her 2020-2025 publications reveals consistent focus on teacher noticing, video-based professional development, and responsiveness mechanisms. Key trends include developing tools for analyzing classroom discourse (e.g., framing analysis lite), examining aesthetic dimensions of teaching, and exploring how teachers learn from self-captured classroom videos across mathematics and science contexts. No scientific awards were documented in the provided materials. Richards actively cultivates research-practice partnerships (RPPs) with school districts, evidenced by projects like expanding understanding of video-mediated teacher learning. While specific grant details are absent, her collaborative publications (e.g., Thompson et al., 2019 on networked PLCs) demonstrate sustained engagement with educational institutions to improve teaching practices. She collaborates extensively with scholars like Miriam G. Sherin in the Learning Sciences community, contributing to professional learning communities and video analysis initiatives. Her current work involves studying mechanisms for teacher learning from classroom video, though no dedicated lab name is specified in the materials.

Nico Leonhardtمشاهده پروفایل

پژوهشگر

• Inclusive School Development
• Social Space Orientation
• Inclusion-Sensitive University Development
• +۵ مورد دیگر

Nico Leonhardt is a Researcher at the University of Leipzig's Faculty of Educational Science, specifically in the Department of Pedagogy with a Focus on Intellectual Disability. He works at the Institute for Special Education and coordinates key projects focused on inclusive education development. His current office is located in House 5, Marschnerstraße 29d/e, Room 158, Leipzig. His educational background includes: PhD candidate at the Faculty of Educational Science, University of Leipzig (2023-2025) Master of Education - Special Education Teacher Training from University of Leipzig (2012-2015) B.A. in Rehabilitation and Integration Pedagogy from University of Leipzig (2009-2012) Leonhardt's research focuses on inclusive school development and social space orientation, inclusion-sensitive university development, participatory research and teaching, ableism, educational equity, and artificial intelligence. His work critically examines power structures in educational settings and advocates for student-centered, participatory approaches to inclusive education. He explores how educational institutions can better serve students with intellectual disabilities through social space orientation and child rights-based approaches. His research often addresses the intersection of disability studies with critical pedagogy, examining how ableism manifests in educational systems and how to develop more equitable alternatives. His publications show a strong trend toward practical applications of inclusive education theory, with a focus on ableism in school settings, participatory teaching methods, and the intersection of educational equity with emerging technologies like AI. His work spans from theoretical explorations of ableism in educational contexts to practical handbooks for inclusive school development. The research demonstrates a consistent focus on participatory methodologies, social justice, and critical analysis of power structures in education. Leonhardt has coordinated the QuaBIS project (Qualification of Education and Inclusion Officers in Saxony) since 2018 and worked on the InSide project (Inclusion in Social Spaces) from 2020-2023. He has established international collaborations, including a significant partnership with Universidad National de Cordobá in Argentina starting in June 2024. His teaching activities span numerous topics related to inclusive education, disability studies, and participatory approaches, with presentations at international conferences through 2025. His work spans multiple educational contexts: School development in challenging educational environments University-level inclusive education initiatives Teacher training for inclusive practices Critical analysis of ableism in educational settings Participatory research methodologies across educational levels International comparative studies on inclusive education

Lori McKeeمشاهده پروفایل

دانشیار

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +۳ مورد دیگر

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

Kristy Robinsonمشاهده پروفایل

دانشیار

• Educational Psychology
• Student Motivation
• Classroom Environment
• +۴ مورد دیگر

Kristy Robinson is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University , where she investigates classroom teaching practices and contextual factors that enhance student motivation and wellbeing. Her research program focuses on creating theoretical and empirical frameworks to support equitable instructional strategies for students' goal achievement. SSHRC-funded researcher FQRSC grant recipient Key Research Areas Motivational climate theory Expectancy-value-cost models STEM education equity Self-determination theory Emotion dynamics in learning Awards & Recognition Canadian Psychological Society President's New Researcher Award AERA Division C Outstanding Early Career Scholar AERA Motivation SIG Wilbert C. McKeachie Early Career Award Top-Producing Educational Psychology Scholar (2024) Research Platforms Director of MILES Lab (Motivation, Instructional, and Learning Experience Study) Developer of "mFlip" flipped classroom framework

Elizabeth Canningمشاهده پروفایل

دانشیار

• Achievement Motivation
• Social Inequality and Diversity
• Social-Psychological Interventions in Education and Organizations
• +۳ مورد دیگر

Elizabeth Canning is an Associate Professor in the Psychology Department at Washington State University (WSU), where she leads the BOLD Lab (Build. Opportunity. Learn. Develop.). Her research focuses on creating equitable and inclusive educational environments through social-psychological interventions, with specific emphasis on achievement motivation, social inequality, and organizational behavior. Ph.D. in Social Psychology from the University of Wisconsin-Madison (2016) Postdoctoral research at Indiana University’s Mind and Identity in Context Lab (2016-2019) Dr. Canning’s work investigates how institutional messages about belonging, value, and ability shape student motivation and achievement. She employs controlled experiments, randomized interventions, and longitudinal studies to mitigate disparities in STEM education, particularly for first-generation, minoritized, and stigmatized groups. Her recent publications highlight the impact of instructor mindset communication on student outcomes, strategies for reducing imposter syndrome, and the role of growth mindset cultures in organizational success. Notably, her 2024 research in CBE-Life Sciences Education demonstrated how growth mindset messaging improves first-generation student performance. Editor’s Choice, Science (2014) Dr. Canning mentors undergraduate RAs (9+ hours/week commitment) and Ph.D. students in the Experimental Psychology program. She will be on sabbatical at the Wissenschaftskolleg in Berlin during 2025-2026.

Heather B. Cunninghamمشاهده پروفایل

دانشیار

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

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

Teo (Danielle) Keifertمشاهده پروفایل

استادیار

• Learning Sciences
• Science Education
• Early Childhood Education
• +۷ مورد دیگر

Teo (Danielle) Keifert (they/them) is an Assistant Professor in the Department of Educational Psychology within the College of Education at the University of North Texas. Their work bridges learning sciences, science education, and equity-focused pedagogy, with a strong emphasis on young children's inquiry practices and sensemaking in science classrooms. Teo's research centers on expansive, culturally responsive approaches to science learning, particularly through imaginative embodiment, drawing, storytelling, and play. They investigate how family culture shapes children's ways of knowing and use design-based research and co-observation methodologies to develop ethically grounded, ecologically valid research practices. Their projects, funded by the National Science Foundation and the Spencer Foundation, explore mixed-reality technologies, teacher professional development, and pre-service teacher education through sociocultural lenses. Their recent publications reveal a consistent focus on broadening participation in science by redefining what counts as scientific practice. Themes include embodied cognition, hybrid argumentation across disciplines, equity in elementary science, and humanizing pedagogy during crises like the pandemic. Their work emphasizes relationships, curiosity, narrative, and disruption of normative assumptions in teaching and learning. Scientific Awards and Grants: Spencer Foundational Small Grant (Principal Investigator) National Science Foundation grant (Co-PI, Science through Technology Enhanced Play) McDonnell Foundation grant (Co-PI, Representations for Teachers as Learners) National Science Foundation grant (Co-PI, Equitable Science Sensemaking) Teo advises on teacher education reform and supports elementary educators in designing transformational learning experiences, particularly for multilingual learners. Their grants focus on co-designing equitable learning environments, professional learning communities, and innovative uses of technology. They are also engaged in research on faculty well-being and support during the pandemic. Teo is affiliated with research teams focused on learning in families, mixed-reality science environments, and equitable sensemaking. Their labs and collaborative projects include the Learning, Being and Doing in Families Study and partnerships with researchers like Enyedy, Danish, Pierson, and Marin.

Keith Hermanمشاهده پروفایل

استاد

• Developmental psychopathology
• School mental health
• Child depression prevention
• +۴ مورد دیگر

Keith Herman is a Curators’ Distinguished Professor in the Department of Educational, School & Counseling Psychology at the University of Missouri’s College of Education & Human Development. His work focuses on developmental psychopathology, school mental health, and interventions targeting child depression. He leads initiatives in the Missouri Prevention Science Institute and collaborates with the Boone County Schools Mental Health Coalition and FACE of Boone County. Dr. Herman’s research emphasizes teacher well-being, school climate, and culturally responsive practices, with recent studies addressing pandemic impacts on educators and systemic disparities in student outcomes. His educational background and training are not explicitly detailed in the text. Research interests include prevention science, intervention efficacy evaluation, and policy development for equitable educational systems. Recent work highlights innovative approaches like virtual classroom management training and stress intervention programs for rural teachers. Key awards include the Curators’ Distinguished Professor title. His articles consistently explore teacher stress, principal leadership, and student mental health through mixed-methods frameworks. Collaborations with institutions like the Network for Educator Effectiveness and the Hook Center for Educational Leadership reflect his emphasis on scalable solutions for educational challenges. Grants and advising activities are integral to his work, though specific projects are not listed. He co-leads the Missouri Prevention Science Institute, advancing evidence-based practices in schools. Current initiatives include scaling screening tools for student behavioral needs and promoting trauma-informed educational policies.

Maia Cucchiaraمشاهده پروفایل

دانشیار

• Sociology of Education
• Education Policy
• School Reform
• +۱ مورد دیگر

Maia Cucchiara is an Associate Professor of Urban Education at Temple University’s College of Education and Human Development, specializing in the sociology of education policy within urban contexts. Her work critically examines how schools and cities intersect as urban amenities, focusing on issues of equity, parental engagement, and systemic inequality. Currently, she leads an NSF-funded study on school culture in innovative urban high schools and evaluates trauma-informed practices in Philadelphia elementary schools. Her research also explores teacher role identity, parental anxiety, and the impact of market-driven education reforms on civic engagement. Education background includes postdoctoral training as a National Academy of Education/Spencer Foundation Scholar. She teaches courses such as Socio-cultural Foundations of Education (undergraduate) and The Urban Environment (graduate), emphasizing critical analyses of urban education systems. Research interests span education policy , school reform , and urban education , with a focus on how middle-class families navigate public schooling. Her award-winning book Marketing Schools, Marketing Cities (2013) won the 2014 Pierre Bourdieu Award for Best Book in Sociology of Education. Recent studies highlight themes like teacher-student relationships, trauma-informed pedagogy, and the role of social media in remote education. Her work consistently critiques structural inequities, advocating for policies that center marginalized voices in urban education landscapes. Grants: NSF-funded research on innovative urban high schools, evaluation of trauma-informed practices in Philadelphia schools. Awards: Pierre Bourdieu Award (2014), Spencer Foundation Postdoctoral Scholarship. Office: Ritter Annex 255; Phone: (215) 204-8184.

Seth Polsleyمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Intelligent Systems
• Educational Technology
• +۴ مورد دیگر

Seth Polsley is an Assistant Professor in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska-Lincoln. His academic home resides in the School of Computing, where he bridges intelligent systems design with human-computer interaction to enhance educational and universal computing experiences. BS in Computer Engineering (2014) - University of Kansas MS (2017) & PhD (2023) in Computer Engineering - Texas A&M University His research explores: Intelligent tutoring systems Brain-computer interfaces Accessible educational technologies Machine learning for child development assessment Sketch recognition in STEM learning Recent publications demonstrate expertise in tactile learning interfaces, sketch-based developmental assessment, and equitable AI systems. Key disciplines span Human-Computer Interaction, Machine Learning, and Educational Technology. Scientific recognition includes: James Blackiston Memorial Graduate Fellowship Sigma Xi Research Award With professional experience at Lexmark International and MIT Lincoln Lab, Polsley combines practical engineering with educational innovation. His work on sketch-based tools and wearable systems addresses both technical and societal challenges in computing.

Giulia Totiمشاهده پروفایل

استادیار

• Computer Science Education
• Ethics in Data Science
• Machine Learning
• +۳ مورد دیگر

Giulia Toti is an Assistant Professor of Teaching in the Department of Computer Science at the University of British Columbia (UBC), part of the Faculty of Science. Her work focuses on computer science education, equity in curriculum design, and fostering inclusive learning environments. She teaches courses such as Applied Machine Learning (CPSC 330), Fairness, Accountability, Transparency, and Ethics (FATE) in Data Science (DSCI 430), and Computers and Society (CPSC 430). Her research explores diversity initiatives in CS education, mastery learning frameworks, and equitable grading practices. Notable contributions include studies on pandemic-era remote teaching impacts and the development of Agora, a tool for enhancing large-classroom engagement. Toti has received UBC Faculty Teaching Awards for her pedagogical innovations. Her interdisciplinary work spans machine learning applications in industry and healthcare, including semantic search systems for clinical data (SemEHR) and predictive analytics for energy production. She is affiliated with the ACE Lab and actively contributes to curriculum reforms addressing DEI (Diversity, Equity, Inclusion) challenges in STEM education. Grants/Awards: Faculty Teaching Awards Labs/Teams: ACE Lab (Advancing Computing Education) Advising: No explicit advisee listings found, but contributes to pedagogical research impacting teaching practices.