Julia Lyman is a Lecturer and Project Coordinator at Utah State University (USU), affiliated with the Department of Special Education and Rehabilitation Counseling within the Emma Eccles Jones College of Education and Human Services. She holds a B.S. in Special Education and Elementary Education (2000) and an M.Ed. in Special Education (2017), both from USU. Her professional experience spans roles such as Coordinator of Online Practical Teacher Training (OPTT) Program, Instructor for courses like SPED 5060 (Consulting with Parents and Teachers), and Student Teacher Coordinator. She supervises practicum students, coordinates recruitment efforts for the Special Education program, and collaborates with local education agencies to ensure effective teacher placements and training. Research interests focus on special education teacher training, mild/moderate disabilities, dual language classrooms for students with disabilities, and paraeducator-to-teacher career pathways. She has presented widely on topics like supporting distance learners and strategies for recruiting paraeducators into teaching roles. Her work includes contributions to programs such as the National Resource Center for Paraeducators and the Utah Behavior Support Clinic. She advocates for inclusive education practices and leverages her personal experience as a parent of a child with significant disabilities to strengthen teacher training initiatives.
جستوجوی استاد و پژوهشگر
استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشیتان را پیدا کنید و با او ارتباط بگیرید.
نمایش ۶۷۶-۶۹۰ از ۳٬۲۹۴ استاد راهنما
اطلاعات این پروفایلها از صفحات عمومی دانشگاهها جمعآوری شده و ممکن است بهروز نباشد.
Samuli Reijulaمشاهده پروفایل
دانشیار
Samuli Reijula is a University Lecturer in Theoretical Philosophy at the University of Helsinki, holding a permanent faculty position equivalent to US associate professor. He is also a docent (habilitation / adjunct professor) in Practical Philosophy and an Academy Research Fellow. Reijula is affiliated with the TINT Centre for Philosophy of Social Science and specializes in the philosophy of science, cognitive science, and institutional epistemology. His research focuses on how science works as a distributed cognitive system, examining scientific problem-solving at multiple levels from individual scientists to research groups and scientific communities. Reijula investigates cognitive diversity, coping with uncertainty, epistemology of simulation modeling, foundations of scientific classification, and issues related to the science of science, scientific discovery, and science policy. He is particularly interested in viewing science as a collective cognitive system and understanding the social, cognitive, and institutional preconditions for well-functioning scientific research. Reijula's recent publications explore topics including objectivity in academic recruitment, AI and epistemic humility, the Fediverse as a solution to epistemic challenges in the AI era, diversity in scientific communities, and the concept of Bildung university. His work often bridges philosophy with practical policy implications, addressing issues like inheritance tax policy, public authorities' use of social media platforms, and the philosophical foundations of open science. He has received research funding from the Academy of Finland for his project 'Modeling the republic of science: Collaborative problem solving and collective rationality in scientific inquiry' (2020-2025). Reijula is scheduled to visit Carnegie Mellon University's Center for Formal Epistemology and Institute for Complex Social Dynamics in October-November 2024. His approach integrates philosophical analysis with computational methods, particularly agent-based modeling, to understand scientific communities as complex adaptive systems.
Dr. Sandra El Gemayel is a Research Associate in the Department of Health and Education at Manchester Metropolitan University, where she has contributed to the UKRI-funded 'Toddlers, Tech and Talk' project since July 2022. Her work investigates how children aged 0-3 from diverse UK families use digital technologies at home to develop early language and literacy skills, with particular attention to family support mechanisms and wellbeing. Previously, she held research positions with Amna, Refugee Healing Network, and served as a Research Consultant on the DeCID project focused on displaced children. Her educational background includes: PhD in Education from University College London, Institute of Education (2020), with doctoral research examining the play of Iraqi and Syrian child refugees in Lebanon following armed conflict and forced displacement MA in Early Years Education from University College London, Institute of Education (2015) Dr. El Gemayel's research spans the intersection of early childhood development, digital technology integration, and refugee studies. She specializes in innovative qualitative methodologies that center children's voices, particularly through participatory approaches with vulnerable populations. Her work on refugee children's play examines how displacement transforms childhood experiences and learning opportunities, while her current research investigates digital literacy acquisition in infancy within diverse family contexts. She maintains a strong focus on cross-cultural perspectives and ethical research practices when working with young children. Analysis of her recent publications reveals a clear trajectory from refugee childhood studies toward contemporary investigations of digital media in early development. The 2023-2024 Toddlers, Tech and Talk outputs demonstrate concentrated research on parental mediation strategies, home learning environments, and socioeconomic factors in technology access for infants. Earlier works (2019-2021) established her expertise in refugee play contexts, with methodological innovations for researching displaced children. Common threads include attention to power dynamics in research relationships and the application of theoretical frameworks to real-world challenges. Dr. El Gamayel has not received publicly documented scientific awards according to available sources. While no formal PhD or Master's students are listed in her profile, her research leadership on major projects demonstrates significant mentorship capacity. She has secured funding through UKRI for the Toddlers, Tech and Talk project and contributed to the Global Challenges Research Fund-supported DeCID project. Her grant work emphasizes community-engaged research with practical policy implications for early childhood education and refugee support systems. She is an active member of the interdisciplinary Toddlers, Tech and Talk research team at Manchester Metropolitan University, collaborating with experts across health, education, and technology fields to investigate contemporary challenges in early childhood development within post-digital family environments.
Kylie Quaveمشاهده پروفایل
دانشیار
Kylie Quave is an Associate Professor of Writing and Anthropology at George Washington University's Columbian College of Arts & Sciences. Her interdisciplinary work bridges anthropological archaeology and pedagogical innovation. Her research focuses on social marginalization under Inka and Spanish imperialism in the Andes, alongside anti-oppressive teaching methods in STEM writing. She holds degrees from Emory University (Art History) and Southern Methodist University (Anthropological Archaeology). Education: B.A. Art History, Emory University Ph.D. Anthropological Archaeology, Southern Methodist University Research Interests: Quave’s archaeology explores everyday life in imperial Andean contexts, emphasizing marginalized groups’ contributions. Pedagogically, she investigates equitable writing instruction and disciplinary knowledge production. Recent projects include ceramic analysis in Inka Cuzco and studies on citation practices as anti-racist praxis. Publications: Over 20 peer-reviewed articles and books, including work on Inka labor systems (2024), joyful citation pedagogy (2024), and Andean ceramic technology (2023). Her book Quantitative Anthropology (2019) guides students through data analysis. Grants & Awards: While no specific awards are listed, her funded projects include fieldwork in Peru and curricular development initiatives. Fieldwork: Extensive archaeological work in the Cuzco region, including excavations at Yunkaray and Cheqoq, focusing on Inka imperial dynamics and rural communities.
Amy Wan is a Professor and Special Assistant to the Provost for Writing in the Department of English at Queens College, CUNY. Her research focuses on literacy’s role in citizen-making, institutional change, and policy around multilingualism and international students in higher education. She has authored influential works like *Producing Good Citizens: Literacy Training in Anxious Times* (2014) and co-leads a $1.7M U.S. Department of Education grant for the Queens College AANAPISI Project (QCAP). Her teaching spans first-year writing, pedagogy workshops, and antiracist linguistic justice practices. Research interests include historical analyses of literacy’s ties to citizenship, labor policies, and contemporary global university dynamics. Her recent work addresses diversity rhetoric in U.S. higher education and the construction of the 'global university.' She co-edits collections on Asian American rhetoric and writing at CUNY. Recipient of major awards including the 2023 Braddock and 2012 Ohmann Outstanding Article Awards, her scholarship bridges composition studies, citizenship theory, and institutional policy. She facilitates workshops on antiracist writing pedagogies and designs inclusive writing assignments for multilingual students. As QCAP co-PI, her grant work supports Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) initiatives. She also contributes to initiatives like the First Year Writing Program and the MFA in Creative Writing at Queens College.
Joseph R. Boyle is an Associate Professor in the College of Education and Human Development at Temple University, specializing in Special Education with a focus on students with high-incidence disabilities. He holds a PhD from the University of Kansas and has authored over 50 publications, including books and research articles. His research emphasizes interventions for reading, writing, and note-taking in inclusive classrooms, particularly leveraging smartpen technology. Boyle leads Project ASPIRE, preparing PhD scholars in evidence-based special education, and co-edits the Journal of Special Education Technology. He was a 2022 Fulbright Scholar, conducting research in France. His work spans K-12 and higher education, addressing both theoretical and practical aspects of inclusive pedagogy. Education: PhD in Special Education from the University of Kansas (specific year not stated). Research focuses on technology-enhanced learning (e.g., smartpens), note-taking strategies for students with disabilities, and scientific argumentation in inclusive science classrooms. His funded projects include a U.S. Department of Education grant for smartpen research. Boyle’s awards include the Fulbright Scholarship (2022). Teaching includes graduate courses like Literacy Instruction for Students with Disabilities and Assessment and Evaluation of Students. He advises on grants and co-authors textbooks, such as Methods and Strategies for Teaching Students with High Incidence Disabilities .
Jennifer Phuongمشاهده پروفایل
استادیار مهمان
Jennifer Phuong is a Visiting Assistant Professor in the Department of Educational Studies at Swarthmore College. Her research focuses on disability, race, and language in U.S. education, employing interdisciplinary frameworks from applied linguistics, disability studies, and critical pedagogies. She draws on her background as a high school special education teacher in Brooklyn and her experience growing up in a linguistically minoritized refugee household. Her work explores equitable and inclusive schooling structures, particularly for emergent multilingual learners with disabilities. Phuong’s research methods include ethnography and discourse analysis, emphasizing qualitative approaches to understand teacher collaboration and pedagogical practices. She advocates for abolitionist frameworks in education, challenging ableism and racism in institutional policies. Her publications appear in TESOL Quarterly , Language & Communication , and Journal of Diversity in Higher Education . Her recent work examines raciolinguistic ideologies, translanguaging, and Universal Design for Learning (UDL) to support marginalized students. She critiques monoglossic language norms and advocates for intersectional approaches to language education. Phuong’s scholarship bridges theory and practice, aiming to transform educational systems through anti-oppressive pedagogy and inclusive frameworks.
Helen Johnson is a Principal Lecturer in Psychology at the University of Brighton’s School of Humanities and Social Science, serving as Co-Director of the Centre for Arts and Wellbeing. Her work bridges critical social science, community psychology, and arts-based inquiry, focusing on spoken word, participatory research, and critical resilience. She holds a PhD from the University of Exeter and is a Fellow of the Higher Education Academy. Education: PhD in Texts in Performance (University of Exeter, 2009) MSc in Performance Poets’ Accounts (University of the West of England, 2005) BSc (Hons) Psychology (First Class, 2000) Postgraduate Certificate in Teaching in HE (Distinction, 2012) Research Interests: Helen’s research centers on arts-based methods (e.g., collaborative poetics), spoken word communities, and the transformative role of the arts in health/wellbeing. She has pioneered creative methodologies to amplify marginalized voices and foster critical resilience through participatory research. Grants & Partnerships: Funded projects include collaborations with the Independent Social Research Foundation and National Institute for Health Research. She partners with organizations like Robin Hood Health and Creative Lives to create community-university initiatives, such as arts venues in deprived areas and addiction recovery curricula. Awards: Fellow of the Higher Education Academy Member of the Arts and Humanities Research Council Peer Review College Labs/Teams: Leads the Centre for Arts and Wellbeing and co-directs the PGR Creative Methodologies Group. Active in the Centre of Resilience for Social Justice.
Jana Jungjohannمشاهده پروفایل
استادیار
Dr. Jana Jungjohann is an Assistant Professor for Digital Support and Inclusive Education at TU Dortmund University's Department of Rehabilitation Sciences. She earned her PhD in 2020 from TU Dortmund University with a dissertation on theory-based learning progression diagnostics for basal reading competencies in inclusive elementary schools, complementing her Master of Education in Special Education (2015) and Bachelor of Arts in Rehabilitation Science (2013) from the same institution. Her research specializes in developing and evaluating web-based diagnostic tools for inclusive education, focusing on areas such as digital learning progress monitoring, reading competency assessment, and teacher training in diagnostics. She investigates school performance dynamics for students with and without special educational needs, emphasizing prevention strategies and intervention methodologies in inclusive settings. Dr. Jungjohann's recent publications demonstrate a strong focus on adaptive testing methodologies, teacher competency assessments, and digital screening tools for phonological awareness and reading fluency. Her work consistently bridges diagnostic theory with practical classroom applications, particularly through platforms like Levumi for learning progress monitoring.
Natalie Kouri-Towe serves as Associate Professor of feminism and sexuality at Concordia University's Simone de Beauvoir Institute, where she directs the Interdisciplinary Studies in Sexuality program. Specializing in transnational feminist theory and gender/sexuality pedagogy, her work critically examines solidarity movements under neoliberalism while developing innovative teaching frameworks for inclusive higher education. Currently on sabbatical (July 2024-June 2025), she remains active in research leadership and community-engaged scholarship through multiple interdisciplinary networks. Educational Background: PhD Sociology of Education, Department of Social Justice Education, OISE and Collaborative Program in Women's and Gender Studies, University of Toronto MA Communication Studies, McGill University BA Women's Studies Honours and Humanistic Studies, McGill University Her research traverses critical gender studies , queer theory , and affect studies with emphases on transnational solidarity, migration justice, and pedagogical innovation. Kouri-Towe interrogates how neoliberal governance reshapes feminist and queer movements through analyses of trigger warnings, digital media, and responses to Middle Eastern conflicts. Her scholarship uniquely bridges affective theory with social movement practice , revealing tensions between institutional inclusion and radical transformation in contemporary activism. Recent publications demonstrate consistent focus on feminist responses to systemic crises, particularly in migration and education contexts. Her work integrates intersectional analysis across geopolitical scales while advancing gender-inclusive pedagogical frameworks, with growing attention to digital media's role in shaping contemporary solidarity practices. Scientific Awards: Dean’s Award for Excellence in Academic Service (2020) Award for Academic Leadership in Sexuality Studies (2019) Professor Kouri-Towe mentors graduate students in gender/sexuality pedagogy and queer social movements despite current sabbatical restrictions. Her research is sustained by significant funding including: SSHRC Insight Grant (2024, PI) for 'Transformative Encounters: Gender and Sexuality Pedagogies in Canada' FRQSC Research Support for New Academics (2021, PI) SSHRC Connection Grant (2021, PI) for 'Teaching in the 21st Century' She actively contributes to the Feminist Media Studio's digital initiatives and co-founded the Feminist Researchers Against Borders Network, fostering transnational collaborations that challenge carceral approaches to migration through intersectional feminist praxis.
Janet Bean serves as a Professor and Director of the Institute for Teaching and Learning at the University of Akron. She teaches undergraduate and graduate courses in composition studies within the English Department. Her academic career spans over three decades, marked by leadership in educational policy and pedagogical innovation. Education: She holds a Ph.D. from the University of North Carolina, Greensboro. Her research focuses on writing pedagogy, general education reform, student learning assessment, and faculty development. Recent work emphasizes multinational studies of undergraduate capstone programs, reflecting her commitment to enhancing educational outcomes through systemic change. Publications: Her 2023 publications in Cultivating Capstones explore global approaches to capstone design, institutional implementation challenges, and preparing students for emerging workforce demands. Earlier works address critical literacy, cross-cultural teaching, and linguistic equity in education. Grants: Bean has secured over $1.1M in grants, including leadership roles in the Howard Hughes Medical Institute's Inclusive Excellence 3 initiative ($529k) and Ohio Board of Regents' English Composition Assessment Program ($91k). These projects focus on student belonging, curriculum innovation, and institutional capacity-building. Labs/Teams: She leads the Institute for Teaching and Learning, fostering collaborative efforts across disciplines to advance teaching excellence and student success.
Tabitha B Hartمشاهده پروفایل
دانشیار
Tabitha B Hart is an Associate Professor in the Department of Communication Studies at San José State University. Her research focuses on cultural communication, service communication, and critical pedagogy, with a specialization in the Ethnography of Communication and Speech Codes Theory. She holds a PhD in Communication from the University of Washington, an MA from California State University Sacramento, and a BA from UC San Diego. Her work bridges theory and practice, including studies on intercultural service interactions in online platforms and Starbucks' customer service protocols in Berlin. Her research interests emphasize the intersection of communication practices with cultural identity, power dynamics, and digital spaces. She has explored topics such as stereotypes in workplace communication, mediated learning environments, and the application of qualitative analysis software (Dedoose, NVivo) in ethnographic studies. Hart actively contributes to critical communication pedagogy, advocating for inclusive teaching methods that address social inequities through online discussions and service-learning initiatives. Her recent publications (2021–2024) analyze semiotic mediation, slow pedagogical practices, and the evolution of Speech Codes Theory into a global framework. Though no awards are explicitly listed, her prolific output and interdisciplinary approach reflect significant scholarly contributions to communication studies.
Alice Villatoroمشاهده پروفایل
استادیار
Alice P. Villatoro is an Assistant Professor of Public Health at Santa Clara University's College of Arts and Sciences. She holds a Ph.D. from UCLA and completed postdoctoral training at Columbia University. Her research examines mental health disparities, stigma, and health equity in Latinx communities through interdisciplinary approaches blending psychiatric epidemiology, health services, and medical sociology. Current projects include the Latinx Mental Illness Stigma Narratives Study (exploring stigma across U.S. regions) and investigations into perinatal mental health needs in Silicon Valley's Latinx population. Her work emphasizes sociocultural determinants of health and has been recognized by the National Center for Institutional Diversity and AcademyHealth/Aetna Foundation. Recent publications analyze media's role in mental health perceptions, help-seeking behaviors in Latinx populations, and COVID-19's impact on young adults. National Center for Institutional Diversity Recognition AcademyHealth/Aetna Foundation for Minority Scholars She teaches courses on community health, evidence-based public health, and statistics, prioritizing the inclusion of underrepresented groups in public health research.
Ambrose Leungمشاهده پروفایل
دانشیار
Ambrose Leung is an Associate Professor in Policy Studies at Mount Royal University, holding a PhD from Carleton University. He specializes in applied microeconomics with a research focus on behavioral economics and youth decision-making. His research examines diverse aspects of youth behavior including delinquency patterns, financial literacy development, and educational outcomes through economic frameworks. Recent work explores social capital's impact on happiness and pedagogical innovations in economics education. Publications demonstrate consistent focus on educational psychology and economic behavior. Recent articles investigate universal design for learning frameworks, collaborative pedagogy, and cross-cultural virtual teamwork dynamics.
Karen Forbesمشاهده پروفایل
دانشیار
Karen Forbes is Associate Professor in Second Language Education at the University of Cambridge and Fellow at Homerton College. Her research investigates language learning strategies, multilingual identity development, and school language policies, particularly for English as an Additional Language (EAL) learners. She co-leads the MEITS project examining how multilingual identity influences foreign language learning. Current work includes mapping language policies across multilingual secondary schools and studying language development in immigrant students. Forbes teaches across postgraduate programmes including the MPhil in Second Language Education and research methods courses. Her publications analyze cross-linguistic strategy transfer, multilingual identity interventions, and policy frameworks for linguistically diverse classrooms.