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نمایش ۱۶-۳۰ از ۳۸۰ استاد راهنما

اطلاعات پروفایل‌ها از صفحات عمومی دانشگاه‌ها گرفته شده و ممکن است به‌روز نباشد.

Kristen Di Gennaroمشاهده پروفایل

دانشیار

Pace UniversityUnited States

Kristen Di Gennaro is an Associate Professor in the Department of English at Pace University's Dyson College of Arts and Sciences, New York City. She holds an EdD in Applied Linguistics from Columbia University and has been actively contributing to research and teaching in second language writing, language assessment, and sociolinguistics. Her research interests include: Written corrective feedback and its impact on L2 writing Fairness in writing assessment and placement Language and gender, including microaggressions and catcalling Predatory publishing practices ('spamvitations') Sociopragmatic features in academic writing Generation 1.5 and international student writing Her recent publications, appearing in top-tier journals such as Journal of Second Language Writing , College Composition and Communication , and ELT Journal , reflect a strong focus on equity, pedagogy, and the sociopolitical dimensions of language use. Her work often bridges applied linguistics with composition studies, emphasizing empirical research and curriculum innovation. She has received several honors, including: Finalist, Christopher Brumfit Thesis Award (2012) Pace University Outstanding Contribution Award (2006) New York State TESOL Teacher of the Year (2004) Professionally, she has served as Director of Composition and Interim Director of the Writing-Enhanced Course Program. She is an active reviewer for journals such as College Composition and Communication , Assessing Writing , and Language Teaching Research , as well as for publishers like Oxford University Press. She has also secured internal research grants, including the Provost's Grant for the Thinkfinity Initiative. She teaches a wide range of undergraduate courses in composition, linguistics, and language and society, including ENG 110, ENG 201 (Writing in the Disciplines), ENG 300 (Language and Gender), and independent studies.

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Serkan Arıkanمشاهده پروفایل

دانشیار

Bosphorus UniversityTurkey

Assoc. Prof. Dr. Serkan Arıkan is a faculty member at Boğaziçi University's Faculty of Education, Department of Mathematics Education. His research focuses on educational measurement, computerized adaptive testing, non-routine problem solving, and large-scale assessment frameworks like PISA and TIMSS. He has developed psychometric tools for STEM competency evaluation and conducted bias detection studies in international exams. Education : PhD in Secondary Science and Mathematics Education (METU, 2010), Postdoc (Tilburg University, 2015) Awards : Outstanding Achievement in Teaching Award (2021-2022) Research Trends : His recent work includes psychometric validation of self-compassion scales, extending the Community of Inquiry framework for technology integration, and adaptive test design using multiple matrix sampling. He investigates how socioeconomic factors, item bias, and emotional skills intersect with academic performance. Projects : Leads TÜBİTAK-funded AI-based test design and computerized adaptive mathematics test initiatives. Conductor of Boğaziçi University Adaptive Testing Laboratory.

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J. Alex Haldermanمشاهده پروفایل

استاد

University of Michigan-Ann ArborUnited States

J. Alex Halderman is the Bredt Family Professor of Computer Science & Engineering at the University of Michigan, directing both the Center for Computer Security and Society and the Michigan CSE Systems Lab. His work critically examines the societal impacts of security and privacy technologies through empirical research and policy engagement. Halderman's research spans computer security and privacy with emphasis on election integrity, censorship resistance, and the intersection of technology with law and policy. He investigates real-world vulnerabilities in systems ranging from voting infrastructure to encrypted communications, prioritizing measurable societal impact through forensic analysis and large-scale measurement studies. His publication record demonstrates consistent focus on high-stakes security challenges, particularly in democratic processes and user privacy. Notable contributions include internet-wide scanning tools (ZMap), forensic investigations of election systems, and foundational work on cryptographic vulnerabilities affecting global infrastructure. Scientific recognitions include: USENIX Security Best Paper Award (2024) USENIX Security Best Paper Award (2022) USENIX Security Best Paper Award and Internet Defense Prize (2022) IEEE Symposium on Security and Privacy Best Student Paper Award (2020) Pwnie Award for Best Crypto Attack (2016) ACM CCS Best Paper Award (2015) ACM IMC Applied Networking Research Prize (2015) ACM IMC Best Paper Award (2014) USENIX Security Best Paper Award and Test of Time Award (2012) USENIX Security PET Award Runner-up (2011) USENIX Security Best Student Paper Award (2008) Halderman advises a dynamic research group including current members Braden Crimmins, Erik Chi, and Dhanya Narayanan, with over two dozen alumni who have advanced the field. His leadership extends to developing practical security solutions like Let's Encrypt and conducting court-admissible forensic analyses of election systems. He directs the Michigan CSE Systems Lab, which pioneers research in computer systems security, and the Center for Computer Security and Society, which bridges technical research with policy impact through cross-disciplinary collaboration.

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Michael Russellمشاهده پروفایل

استاد

Boston CollegeUnited States

Michael Russell is a Professor in the Department of Measurement, Evaluation, Statistics & Assessment at Boston College's Lynch School of Education and Human Development. His expertise spans educational measurement, systemic racism in testing, and accessibility in assessment design. He holds a Ph.D. and M.Ed. from Boston College and a B.A. from Brown University. Russell leads research addressing racism in educational measurement, including his book Systemic Racism and Educational Measurement (2023), which critiques the influence of systemic racism on testing practices. His work emphasizes anti-racist methodologies, intersectionality, and equitable assessment design. Key research interests include innovative uses of computer-based technologies, large-scale assessment design, and Universal Design principles. Russell has published extensively on topics like differential item functioning, deficit narratives in quantitative research, and the social justice implications of testing. He collaborates on redesigning graduate programs to prepare scholars for anti-racist research. His courses include Foundations in Research Methodology and Assessment Programs . Russell's work bridges critical theory with practical assessment tools, advocating for equitable educational practices.

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Alice Bradburyمشاهده پروفایل

استاد

University College LondonUnited Kingdom

Professor Alice Bradbury is a leading academic in the Sociology of Education at the UCL Institute of Education (IOE), part of University College London's Faculty of Education and Society. Her work critically examines the intersection of education policy, inequality, and social justice, with a focus on early years and primary education. A central theme of her research is how policies like school inspections (Ofsted), assessment frameworks, and austerity measures impact marginalized communities and contribute to disparities in educational attainment. Bradbury has produced influential studies on the effects of high-stakes testing, the role of datafication in early childhood education, and the emergence of food banks in schools as responses to the cost-of-living crisis. Her research on the controversial Baseline Assessment for five-year-olds directly influenced UK government policy. She also advocates for improving minority ethnic teacher retention and has highlighted the emotional toll of accountability regimes on educators. In addition to her research, Bradbury supervises PhD students and collaborates with schools and policy bodies. Her work bridges academic rigor with real-world impact, often informing debates on educational equity, accountability, and systemic inequality.

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Jonathan Bellمشاهده پروفایل

دانشیار

Northeastern UniversityUnited States

Jonathan Bell is an Associate Professor at Northeastern University in the Khoury College of Computer Sciences , with prior appointments at George Mason University. His research spans Software Engineering , Program Analysis , and Ethics of Artificial Intelligence . PhD in Computer Science from Columbia University (2011) Recipient of the 2020 Dahl-Nygaard Junior Researcher Prize and NSF CAREER award His research focuses on: Resolving flaky tests in Continuous Integration systems Advancing dynamic taint tracking (e.g., Phosphor ) Formalizing software supply chain vulnerabilities Addressing ethical dimensions in automated decision-making Recent publications span flaky test prediction, semantic versioning analysis, and ethics of opaque AI systems. He co-founded the Clowdr open source project and a related startup. Awards include: 2020 Dahl-Nygaard Junior Researcher Prize 2025 NSF CAREER award 2019 GMU Teacher of Distinction award He advises PhD students like Liam DeVoe and Katherine Hough, and serves on committees for conferences such as ICSE , PLDI , and ASE . Contact: j.bell@northeastern.edu | jon@jonbell.net

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Eva Blomqvistمشاهده پروفایل

استادیار

National Research Council of Italy (CNR)Italy

Eva Blomqvist serves as an Assistant Professor in the Department of Computer and Information Science (IDA) at Linköping University, Sweden. She is actively affiliated with the MDA laboratory within the Human-Centered Systems (HCS) division, focusing on critical-domain decision support systems. Her research centers on Semantic Web technologies and ontology engineering, with specialized expertise in ontology design patterns for security and crisis management applications. She pioneered the eXtreme Design methodology for agile ontology development and contributed foundational work on ontology testing frameworks, bridging theoretical knowledge representation with real-world operational systems. Analysis of her 2009-2016 publications reveals a progressive research trajectory from foundational pattern formalization to practical engineering methodologies. Her work consistently emphasizes reusable design patterns, validation techniques, and human-centered implementation within semantic technologies, establishing her as a key contributor to ontology engineering standards. No scientific awards were documented in the source material. While student advising and grant details remain unspecified in available records, her collaborative projects indicate active research leadership in ontology development. As a core member of IDA's MDA lab (HCS division), she contributes to human-centered decision analytics research, particularly developing ontology-driven support systems for high-stakes security and crisis scenarios through projects like Networked Ontologies.

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Jürgen Sauerمشاهده پروفایل

استاد

University of FribourgSwitzerland

Jürgen Sauer is a Full Professor at the University of Fribourg , affiliated with the Department of Psychology under the Faculty of Letters and Human Sciences . With over 120 publications, his research focuses on Human-Machine Interaction , Usability Testing , User Experience (UX) , and Automation Design , particularly in high-stakes environments like X-ray baggage screening and spaceflight simulations . Email: juergen.sauer@unifr.ch Phone: +41 26 300 7622 Address: RM 01 bu. C-1.117, Rue PA de Faucigny 2, 1700 Fribourg Orcid: 0000-0003-2105-1694 His research projects, funded by the Swiss National Science Foundation (FNS), include: Improving work design for airport security officers (2019-2024): Developed pictorial scales for measuring psychological constructs in security environments. Social stress and support in hybrid teams (2018-2023): Investigated machine-induced social stressors and mitigation through social support. Automation in visual inspection tasks (2014-2018): Examined adaptable automation for baggage screening and system reliability effects. Usability testing effectiveness (2012-2016): Analyzed cultural background impacts and non-usability product features influencing test outcomes. Key contributions include the Luggage Inspection Simulation (LIS) environment for modeling work environments and the development of pictorial usability scales for multilingual applicability. His work bridges ergonomics , human factors , and applied psychology , with notable collaborations with researchers like Adrian Schwaninger and Andreas Sonderegger . His recent publications (2025-2014) analyze: Human-machine performance under false alarms and miscues Social stressor dynamics in hybrid teams Usability scale animation effects Phubbing behavior in professional contexts Accessible website design for non-disabled users

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Ernesto Herrera Pedroviejoمشاهده پروفایل

مدرس

University Ramon LlullSpain

Ernesto Herrera Pedroviejo serves as an Associate lecturer at the Blanquerna School of Health Sciences, Ramon Llull University (URL) in Barcelona, Spain, with an active research profile in emergency medical systems. Contactable via ernestohp1@blanquerna.url.edu and ORCID 0000-0002-4163-4558, his scholarly impact includes 62 citations and an h-index of 4 per Scopus metrics, reflecting contributions to life-saving healthcare innovations. His research centers on Emergency Medicine with specialized expertise in Basic Life Support (BLS) , Cardiopulmonary Resuscitation (CPR) , and technology-integrated medical training. Key investigations include comparative analyses of resuscitation devices (pocket masks vs. bag-valve masks), augmented reality applications for BLS instruction via smart glasses, and novel approaches to aquatic emergency response. His work bridges clinical practice with digital innovation, particularly through video communication systems for dispatcher-assisted bystander interventions and biomechanical assessments of postural stability. Publication trends from 2020-2025 reveal a strategic focus on pilot studies evaluating real-world feasibility of emergency response tools. Dominant themes include technology-enhanced medical education (evident in 2023 AR training studies), device optimization for field use (2020 flotation device research), and advanced resuscitation techniques (2025 mask comparison study). This trajectory demonstrates consistent methodological emphasis on simulation-based validation and human-factor analysis in high-stakes emergency scenarios.

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Mellinee Lesleyمشاهده پروفایل

استاد

Texas Tech UniversityUnited States

Dr. Mellinee Lesley is a Professor in the Language, Diversity & Literacy Studies program at Texas Tech University's College of Education. She serves as Associate Vice Provost for Outreach and Engagement, leading the Community Engaged Learning initiative. Previously, she worked as a high school English teacher and directed a developmental reading program. Ph.D. in Language in Education, Reading/Writing/Literacy from University of Pennsylvania M.A. in English, Rhetoric and Teaching of Composition from New Mexico State University B.A. in English from University of Iowa Her research focuses on critical literacy , disciplinary writing , and equity in education , particularly for marginalized student populations. She explores intersections of media literacies , gender identity , and literacy reform in K-12 settings. Recent publications highlight trends in adolescent writing pedagogy , critical media frameworks , and community-engaged scholarship . Her work bridges high-stakes testing contexts with student-centered literacy approaches . Community Engagement Scholarship Award for Exemplary Projects (APLU/W.K. Kellogg Foundation) Fellow of the National Writing Project Dr. Lesley mentors graduate students in engaged scholarship and examines the democratization of knowledge through collaborative research methodologies . She co-founded the Llano Estacado Writers' Alliance to support equitable literacy practices.

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Susy Macqueenمشاهده پروفایل

دانشیار

Australian National University (ANU)Australia

Associate Professor Susy Macqueen is an applied linguist at ANU's School of Literature, Languages and Linguistics specializing in language assessment fairness and healthcare communication. As Co-President of ALTAANZ, she advances ethical language testing standards. Her research examines how language assessments impact high-stakes decisions in migration, healthcare, and education. Current projects focus on telehealth communication safety and Indigenous language education programs. Recent publications analyze laughter in emergency departments, fatigue intervention accessibility, and multicultural policy frameworks. Research consistently addresses equity issues in language proficiency evaluation. Awarded the ILTA/SAGE Best Book Award (2020) for her work on professional language assessment. Leads evaluations of Australia's English Language Learning for Indigenous Children program and develops emergency communication resources.

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Keith Gilyardمشاهده پروفایل

استاد

Pennsylvania State UniversityUnited States

Keith Gilyard is the Edwin Erle Sparks Professor of English and African American Studies at Pennsylvania State University. His research focuses on African American literature, rhetoric, and pedagogy, with a particular emphasis on cultural politics and educational equity. He holds a BS from City University New York, an MFA from Columbia University, and an EdD from New York University. His work bridges literary analysis, sociolinguistics, and educational theory, addressing topics such as African American discourse patterns, the role of language in cultural identity, and the intersection of rhetoric with social justice movements. Key themes include critical pedagogy, translingualism, and the rhetorical strategies used in Black activism. Gilyard has been recognized for his contributions, including the 2013 CCCC Exemplar Award and his leadership as NCTE President. His publications often examine historical figures like Langston Hughes and Haki R. Madhubuti, alongside contemporary issues such as high-stakes testing and globalization's impact on education. He has advised numerous graduate students (though specific names are not listed here) and contributed to curricular reforms emphasizing anti-isolationist educational practices. His writings frequently critique linguistic prejudice and advocate for inclusive language policies in schools and communities.

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Kevin G. Welnerمشاهده پروفایل

استاد

University of ColoradoUnited States

Kevin G. Welner is a Professor and Director of the National Education Policy Center (NEPC) at the University of Colorado Boulder's School of Education. His work focuses on educational policy and law, with particular emphasis on how research is used (and misused) in policymaking processes and the intersection between education rights litigation and educational opportunity scholarship. Dr. Welner holds a PhD in Educational Policy from UCLA (1997), a JD from UCLA (1988), and a BA in Biological Sciences from UC Santa Barbara (1985). His interdisciplinary background bridges legal and educational domains, providing a unique perspective on education rights and policy. His research examines tracking and detracking policies, tuition tax credit voucher systems, small-school reform, and the use of research evidence in policy making. Welner's work consistently emphasizes equity-minded reform efforts designed to benefit those with less power in school and community settings. His teaching philosophy focuses on developing students' appreciation for complexity while valuing evidence-based reasoning, with courses including School and Society, Social Foundations of Education, and Education Policy and the Law. Over the past decade, Welner's publications have critically examined charter schools, school choice mechanisms, and the political dynamics shaping education policy, with particular attention to how research evidence is utilized in policy debates and the equity implications of market-based education reforms. Dr. Welner's significant contributions to education research have been recognized with: Early Career Award from the American Educational Research Association (AERA) (2006) Palmer O. Johnson Award for best article from AERA (2004) Fellow of AERA Rockefeller Foundation's Bellagio Residency Post-Doctoral Fellowship from the National Academy of Education and Spencer Foundation As Director of the National Education Policy Center, Welner oversees an editorial board, serves as editor of the policy brief series, and directs the Think Tank Review Project. He has mentored numerous graduate students, though as of 2024 he is not accepting new advisees. His work has been supported by various research grants focused on education policy analysis and school reform evaluation, with the NEPC serving as a critical resource for evidence-based perspectives on contemporary education challenges. Dr. Welner directs the National Education Policy Center, which serves as a hub for rigorous policy analysis, bringing together researchers to examine critical issues in education policy with an emphasis on equity and evidence-based approaches. The center produces policy briefs, conducts think tank reviews, and provides research-based analysis to inform education policy debates.

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Don Carterمشاهده پروفایل

دانشیار

University of Technology SydneyAustralia

Don Carter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Arts and Social Sciences. He holds a PhD from the University of Sydney and has a distinguished career spanning academic, policy, and classroom roles in English education. His educational background includes a PhD from the University of Sydney, a Master of Education (Honours) from the University of Wollongong, a Master of Education from the University of Sydney, a Diploma in Education from the University of New South Wales, and a Bachelor of Arts from the same institution. Dr Carter's research is centered on English education, with a strong focus on writing pedagogies, curriculum design and history, standardized testing (especially NAPLAN), spelling instruction, and the influence of Romanticism on educational practices. He investigates how curriculum is developed and implemented, particularly the general capabilities in primary schools and the impact of high-stakes testing on teachers and students. His work often applies theoretical frameworks, such as Biesta’s three functions of education, to analyze policy documents like the Melbourne Declaration. His recent publications reveal a strong trend in curriculum evaluation, teacher education, and educational policy. His research spans from practical classroom pedagogy to high-level policy analysis, with a consistent emphasis on teacher voice, workload, and professional identity. He frequently collaborates with colleagues like Jackie Manuel and Jennifer Yoo, and his work has significant impact in Australia and internationally, particularly in the areas of outcomes-based education in Indonesia and teacher shortages in NSW. Scientific Awards: No specific awards are mentioned in the provided text. Dr Carter has successfully supervised research students and secured competitive grants, including funding from the Australian Teacher Education Association and the Australia-Korea Foundation. His funded projects cover topics such as career change student teachers, the K-2 Literacy and Numeracy Action Plan evaluation, and best practices in online arts learning post-pandemic. He is an active member of the academic community, serving as a peer reviewer for journals like Australian Journal of Language and Literacy and Educational Philosophy and Theory . He is also a sought-after media commentator, appearing on ABC and in major print publications to discuss contemporary educational issues. He leads and contributes to significant research projects and collaborative initiatives within the UTS School of International Studies and Education, focusing on teacher development, curriculum innovation, and educational equity.

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Felicia Castro-Villarrealمشاهده پروفایل

استاد

University of Texas at San AntonioUnited States

Felicia Castro-Villarreal serves as a Professor of School Psychology within the Department of Educational Psychology at the University of Texas at San Antonio (UTSA), part of the College of Education and Human Development. She holds licensure as a Licensed Specialist in School Psychology (LSSP) and is actively pursuing Licensed Psychologist status, demonstrating her dual commitment to academic rigor and clinical practice in educational settings. Her educational trajectory includes a Bachelor’s degree in Psychology from UTSA, a Master of Science in Clinical Psychology from St. Mary’s University, and a Ph.D. in School Psychology from Oklahoma State University. She completed her doctoral internship at the APA-accredited Cypress-Fairbanks ISD Psychological Services Department, establishing foundational expertise in school-based psychological services. Dr. Castro-Villarreal’s research program centers on multicultural assessment and culturally responsive consultation practices, directly addressing systemic inequities in educational psychology. Her work examines how cultural identity influences assessment validity, develops consultation frameworks for diverse educators, and investigates barriers to mental health services for marginalized student populations—particularly focusing on autism spectrum disorders and high-stakes testing implications. Analysis of her recent publications reveals a cohesive research trajectory emphasizing social justice in school psychology. Her work consistently bridges theory and practice through mental health screening innovations, autism intervention adaptations, and critical examinations of labeling practices. Notably, her 2025 study on autistic women’s care experiences and 2023 meta-analysis on mental health screening demonstrate methodological diversity while maintaining focus on underserved populations. While specific grant details and student advisees aren't publicly documented, her extensive publication record—including systematic reviews, qualitative explorations, and intervention studies—indicates active research leadership. Her contributions to yearbook introductions and special issues reflect scholarly service to advance equity-focused discourse within educational psychology.

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