جست‌وجوی استاد و پژوهشگر

Beth M. Boltonمشاهده پروفایل

دانشیار

• Early Childhood Music Development
• Music Learning Theory
• Music Education Research
• +۱ مورد دیگر

Beth M. Bolton is an Associate Professor and Vice Dean of Faculty and Academic Affairs at the Boyer College of Music and Dance, Temple University. She previously chaired the Department of Music Education and Therapy (2002-2006) and directs the Early Childhood Music Foundations program at Temple Music Prep. She holds a PhD from Temple University, a Master of Music from Emporia State University, and a Bachelor of Music Education from Ft. Hays State University. Her research specializes in early childhood music development, music learning theory, and educational assessment. She authored/co-authored influential curricula including Jump Right In: The Music Curriculum and Music Play , translated into multiple languages, and composed over 600 songs for educational use. Bolton's publications emphasize early childhood music pedagogy, developmental responses to music, and curriculum design. Her work consistently explores the intersection of auditory learning, cognitive development, and teaching methodologies across diverse age groups. She has supervised 10 PhD dissertations, 1 master’s thesis, and 3 master’s projects, and regularly serves on academic committees. She founded the international consortium One Vision, Many Mirers and is Honorary President of Musica in Culla , promoting global early childhood music education.

• Literary Education
• Language Instruction
• Grammar Teaching
• +۴ مورد دیگر

Kaisu Rättyä is a University Lecturer in Educational Linguistics and Literary Education at the University of Tampere's School of Education. Specializing in language education, grammar instruction, and climate-related discourse analysis, their work bridges literary studies, didactics, and sustainability policy. They lead research projects like 'Growing into Literature' and 'Climate hope and anxiety,' contributing to UN SDGs. Active in Nordic educational policy analysis, their 68 publications explore topics such as eco-activism in literature, L1 teaching in European contexts, and curriculum design. Education background includes advanced qualifications in literary and linguistic pedagogy. Key research interests include the role of narrative agency in literature education, metalinguistic awareness in grammar teaching, and environmental discourses in youth literature. Editor of L1 Educational Studies in Language and Literature and frequent conference organizer, they've received the 2024 Apuraha award for academic contributions. Over 98 academic activities including editorial roles, conference organizing, and thesis opposing Media appearances include Yleisradio's Tiedetrippi podcast Leadership in Finland's educational linguistics community through TaYLL ry Current projects emphasize sustainable pedagogy and intercultural literacy, with grants supporting comparative studies in Nordic educational policies. Their work integrates theory and practice, addressing teacher training needs in multilingual and climate-conscious education systems.

• Public Health
• Health Equity
• Deaf Health Disparities
• +۷ مورد دیگر

Dr. Poorna Kushalnagar is a Strategic Research Officer in the Office of Research at Gallaudet University and directs the Center for Deaf Health Equity. She holds a Ph.D. in Developmental Psychology from the University of Houston and has conducted NIH-funded research totaling over $10 million. Her roles include teaching courses in Psychology and Public Health, advising numerous students, and leading interdisciplinary research on health disparities among Deaf and hard-of-hearing populations. Dr. Kushalnagar’s work focuses on patient-reported outcomes, equitable healthcare access, and linguistic validation of health tools in American Sign Language (ASL). Education: B.A. in Psychology, Gallaudet University M.A. in Psychology, University of Houston Ph.D. in Developmental Psychology, University of Houston Research Interests: Health equity for Deaf communities, disparities in cancer screening, telehealth accessibility, linguistic validation of health measures, and improving healthcare communication for Deaf patients. Her research highlights systemic barriers faced by Deaf individuals in healthcare settings, including communication gaps, limited access to health information, and inequities in chronic disease management. Awards: Keynote speaker (2020, 2019) Invited speaker (2021, 2018) Trailblazer Award (2019) Influential Women on Campus (2019) Advising & Grants: Supervised 7+ undergraduate students annually and mentored graduate students in Public Health, Psychology, and Education. Principal investigator of NIH grants addressing Deaf health disparities, including projects on cancer screening, telehealth accessibility, and linguistic validation of health outcomes measures. Labs & Teams: Leads the Center for Deaf Health Equity, collaborating with interdisciplinary teams to design culturally responsive health interventions. Active in Gallaudet’s Office of Research, promoting community-based participatory research with Deaf stakeholders.

Anna Lindholmمشاهده پروفایل

مدرس ارشد

• Second Language Acquisition
• Educational Strategies for Multilingual Students
• Literacy Development
• +۳ مورد دیگر

Anna Lindholm is a Senior Lecturer in Swedish as a Second Language at Karlstad University. Her work focuses on multilingual education, literacy development, and policy implementation in language teaching. She has collaborated on numerous research projects examining immigrant children's education in Nordic contexts and strategies for supporting language learners in diverse classrooms. Her research interests include second language acquisition, educational strategies for linguistically heterogeneous classrooms, and the interplay between policy and classroom practice. Notable themes in her work are teacher preparedness for linguistic diversity, reading comprehension strategies for multilingual students, and curriculum adaptation in changing educational landscapes. Recent publications highlight trends in policy-driven educational reforms, teacher support systems for language learners, and the role of literacy strategies in science education. Her work consistently bridges theoretical frameworks with practical classroom applications. Lindholm has contributed to multiple collaborative projects with institutions across the Nordic countries, focusing on comparative educational policies for immigrant children. Her research emphasizes both empirical studies and qualitative analyses of educator perspectives.

Matthew Derooمشاهده پروفایل

دانشیار

• Critical Pedagogy
• Translanguaging in Education
• Transnational Identity
• +۴ مورد دیگر

Matthew Deroo is an Associate Professor in the Department of Teaching & Learning at the University of Miami's School of Education and Human Development. His work focuses on critical pedagogies, translanguaging practices, and spatial justice in education. Deroo's research engages transnational identity formations, multilingual learners' experiences, and innovative curriculum design. He has published extensively on topics such as biased instructional materials, raciolinguistic landscapes, and digital spatial storytelling. His educational background and professional development emphasize transformative educational practices. Research interests include equity-centered teacher education, global language policies, and community-based inquiry methods. Deroo collaborates with educators to develop curricula that address systemic inequities through critical spatial and linguistic frameworks. Recent publications demonstrate a focus on mapping practices for social justice, bilingual teacher candidate experiences, and leveraging cultural heritage resources in youth education. While no awards are explicitly listed, his scholarship reflects significant contributions to critical educational theory and practice.

Shireen Al-Adeimiمشاهده پروفایل

استادیار

• Curriculum Instruction and Teacher Education
• Elementary Education
• Teaching and Teacher Education
• +۶ مورد دیگر

Shireen Al-Adeimi is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. Her research focuses on enhancing literacy outcomes through dialogic classroom practices, emphasizing critical thinking, reading comprehension, and persuasive writing in elementary education. She develops evidence-based tools to improve academic language and literacy through classroom discussions. Dr. Al-Adeimi holds an Ed.D. from Harvard University. Her work bridges teacher education and curriculum design, with a particular interest in equity-focused pedagogies and anti-imperialist approaches. She investigates discourse analysis methodologies and the role of talk moves in fostering student engagement during controversial topics. Her research emphasizes practical applications, including the ClassBank resource for discourse analysis and low-inference discourse observation tools. She explores intersections between political discourse and education, such as analyzing geopolitical conflicts like Yemen's blockade through an imperial narrative lens. Al-Adeimi's scholarship advocates for dialogic teaching as a mechanism for social justice, linking classroom discussions to broader societal issues. She integrates quantitative methods with qualitative discourse analysis, contributing to both measurement theory and teacher education practice.

Mara E. Culpمشاهده پروفایل

دانشیار

• Music Education
• Inclusive Education
• Special Education in Music
• +۷ مورد دیگر

Mara E. Culp is an Associate Professor of Music Teaching & Learning at the University of Rochester's Eastman School of Music. Her roles include undergraduate and graduate teaching, research leadership, and institutional service. She holds a PhD and Master’s from Penn State University and a Bachelor’s from Siena Heights University, with additional certifications in Kodály, Orff, and inclusive teaching. Her education includes degrees in Music Education and certifications in pedagogical frameworks like Kodály and Orff methodologies. She maintains active teaching credentials in Michigan and focuses on equitable education practices. Culp’s research emphasizes inclusive music education for diverse learners, particularly students with special needs. Her work explores intersections of music with communication, interprofessional collaboration, and intersectionality. She has published widely in journals like Journal of Research in Music Education and Music Educators Journal , with a co-edited book on equity in music teacher education under contract with Oxford University Press. Her scholarly contributions address topics such as phonological awareness in children with speech disorders, equity-centered family engagement, and trauma-informed pedagogy. She actively serves on editorial boards (e.g., Music Educators Journal ) and professional committees (e.g., NYSSMA Research Committee). As an advocate for inclusive practices, Culp has advised student chapters like Eastman’s C-NAfME and contributed to interdisciplinary initiatives. Her recent work highlights strategies for accommodating learners with physical disabilities and promoting gender inclusivity through technology integration.

• Indigenous Education
• Decolonization in Education
• Teacher Education
• +۳ مورد دیگر

Dr. Jean Phillips is an academic affiliated with Queensland University of Technology (QUT), specializing in Indigenous education, decolonization of curricula, and teacher education. Her work focuses on embedding Indigenous perspectives into educational systems, particularly in Australia. Phillips has contributed significantly through edited volumes like Introductory Indigenous Studies in Education (2005/2012 editions), co-authored research on Indigenous knowledge systems, and led evaluations of major education initiatives such as the Stronger Smarter Learning Communities Project. Her research interests include pre-service teacher training, curriculum reform, and the intersection of cultural identity with educational policy. Phillips holds a PhD from QUT (2011) exploring non-Indigenous teachers' responses to Indigenous studies. She has collaborated extensively with institutions like QUT’s School of Education, contributing to both scholarly publications and practical educational reforms. Key projects include summative and formative evaluations of Indigenous-focused educational programs, analysis of ICT integration in Indigenous pedagogies, and critiques of colonial legacies in university curricula. Her work bridges theory and practice, advocating for culturally responsive education systems that center Indigenous knowledges and methodologies.

• Animation Studies
• Audiovisual Media
• Artificial Intelligence in Media
• +۷ مورد دیگر

Erwin Feyersinger is a postdoctoral researcher at the Institute of Media Studies, Faculty of Humanities, University of Tübingen. He is a key member of Prof. Susanne Marschall's research team (Chair of Film, Television and Audiovisual Media), co-director of the Research Center for Animation and Emerging Media, and a principal investigator at the Center for Rhetorical Science Communication Research on Artificial Intelligence (RHET AI). His work bridges media theory, animation studies, and emerging technologies. His research interests focus on audiovisual media , particularly animation , live-action film , artificial intelligence , data visualization , and science communication . He explores the philosophical and aesthetic dimensions of media, especially the ontological and narrative complexities in animated forms. His theoretical work on metalepsis has been foundational in animation studies. The most recent publications highlight a shift toward interdisciplinary AI research, particularly in text-to-image generation, computer vision in animation, and fuzzy creative processes. His work increasingly integrates technical and humanistic approaches, reflecting trends in digital humanities and AI-augmented media analysis. He also contributes to pedagogical and historical frameworks in animation. Award of Excellence from the Austrian Federal Ministry of Science and Research Roland Faelske-Preis from the University of Hamburg and the Roland Faelske Foundation Erwin Feyersinger has led and contributed to major collaborative research projects, including RHET AI and AniVision. He has advised and coordinated academic networks such as AG Animation (Gesellschaft für Medienwissenschaft). While no formal PhD students are listed, he mentors junior researchers and collaborates extensively across institutions. His work is supported by interdisciplinary grants focusing on AI, animation, and science communication. He is actively involved in the Research Center for Animation and Emerging Media and the Center for Rhetorical Science Communication Research on Artificial Intelligence (RHET AI) , where he leads research integrating rhetorical theory with AI-driven media analysis. These labs foster collaboration between computer scientists, media scholars, and communication experts.

Don Fossمشاهده پروفایل

استاد

• Cognitive Psychology
• Psycholinguistics
• Applied Cognitive Psychology
• +۵ مورد دیگر

Don Foss is a Professor in the Department of Psychology at the University of Houston, affiliated with the College of Liberal Arts & Social Sciences. He has held significant administrative roles, including Senior Vice President and Provost from 2005 to 2008, and previously served as Chair of Psychology at the University of Texas-Austin and Dean of the College of Arts & Sciences at Florida State University. His research expertise lies in cognitive psychology, particularly psycholinguistics and applied cognitive psychology. Key areas include language comprehension, reading processes, and cognitive mechanisms underlying learning. More recently, his work has focused on factors that contribute to college student success and how to implement evidence-based, scalable teaching techniques in undergraduate education. The 15 most recent publications reflect a consistent trajectory from foundational cognitive and psycholinguistic research toward applied educational psychology. Early works explore syntactic parsing, discourse processing, and individual differences in comprehension, while recent articles emphasize pedagogical innovation, student success strategies, and the integration of cognitive science into classroom practice. Broad keywords include Cognitive Psychology, Education, and Psycholinguistics, with subfields spanning from syntactic ambiguity resolution to metacognitive learning strategies. Scientific Awards and Honors: Fellow of the American Association for the Advancement of Science Fellow of the American Psychological Association (various divisions) Fellow of the Association for Psychological Science Fellow of the Psychonomic Society All-University Outstanding Teaching Award, University of Texas at Austin Outstanding Achievement Award, University of Minnesota Advising and Grants: While specific students and grant funding are not listed in the text, Dr. Foss has co-authored seven books and over 50 refereed publications, indicating extensive mentorship and research leadership. His editorial roles as Editor of Contemporary Psychology and Associate Editor of the Annual Review of Psychology further underscore his influence in the field. His work on scalable teaching methods suggests involvement in educational grants and curriculum development initiatives. Labs and Research Teams: Although no specific lab or research team is mentioned, his focus on evidence-based learning and classroom implementation implies collaboration with educational researchers and teaching innovation groups at the University of Houston.

Jessica Rehseمشاهده پروفایل

پژوهشگر

• Educational Technology
• Inclusive Education
• Technical Education
• +۷ مورد دیگر

Jessica Rehse (M.Ed.) is a researcher and educator at the University of Potsdam, affiliated with the Faculty of Economics, Work, and Technology. She contributes to the Professorship for Technology and Technical Education, with strong engagement in the Didactics of Economic-Technical Education in inclusive contexts. Her work is centered on innovative educational technologies, including 3D printing, digital games, and virtual reality applications in teaching and learning. Her research interests focus on educational technology , inclusive technical education , and digital innovation in vocational pedagogy . She explores how immersive tools like VR and 3D modeling can enhance student engagement and accessibility in economic and technical subjects. Her work emphasizes hands-on, experiential learning and the integration of maker culture into school curricula. The recent publications of Jessica Rehse reflect a strong trend toward immersive and interactive learning environments . Her work spans virtual heritage tours, ecological simulations, and game-based moral education, demonstrating a multidisciplinary approach that bridges technology, pedagogy, and social inclusion. She frequently collaborates on interdisciplinary projects involving media studies, cultural education, and environmental awareness. She is actively involved in several research and development initiatives, including EDU-VActoRy, InnoWATerSpace, LLiT, and Tekajj—all aimed at shaping the future of inclusive, technology-driven education. These projects support the development of maker spaces, inclusive labs, and digital tools for diverse learners.

Shelley Xuمشاهده پروفایل

استاد

• Literacy Teacher Education
• Literacy Development of English Language Learners
• English and Mandarin Biliteracy Development and Instruction
• +۷ مورد دیگر

Shelley Xu is a Professor in the Teacher Education department at California State University, Long Beach, within the College of Education. She serves as the Program Coordinator for the Reading and Literacy Added Authorization (Online) and Early Childhood Education programs, playing a pivotal role in shaping teacher preparation and literacy instruction. Her educational background includes a B.A. in English and Literature from East China Normal University, an M.Ed. in ESL from the University of Nevada, Las Vegas, and an Ed.D. in Literacy from the same institution. Dr. Xu's research focuses on literacy teacher education, literacy development of English language learners, and the integration of English and Mandarin biliteracy. She is deeply committed to culturally responsive teaching and the use of technology in literacy education. Her work emphasizes the importance of connecting students' cultural backgrounds and popular culture with formal literacy instruction, particularly through the integration of 'funds of knowledge.' Her recent publications reflect a consistent trajectory in teacher education, pedagogical content knowledge, and innovative literacy instruction. Themes across her work include differentiated instruction for English learners, the role of technology in teaching, and the development of critical and humanizing pedagogies in diverse urban classrooms. She is actively engaged in academic service through numerous leadership roles, including membership on the College Curriculum Committee, University Mini Grants Committee, Department Tenure and Promotion Committee, and several technology and evaluation committees, demonstrating strong institutional commitment. While no scientific awards are listed, her sustained publication record and leadership roles underscore her scholarly impact. She advises teacher candidates and is involved in current research projects on pedagogical content knowledge and community-based literacy resources.

• Spanish Language Teaching
• Hispanic Studies
• Polish Diaspora in Latin America
• +۲ مورد دیگر

Dr. Piotr Wasilewski serves as Assistant Professor in the Department of Language Acquisition and Didactics at the Institute of Linguistics, Faculty of Humanities, John Paul II Catholic University of Lublin. His professional roles include DELE examiner for the Madrid Chamber of Commerce Examination Centre and licensed city guide for Lublin and Majdanek State Museum, operating under the motto "Quality, not quantity." His research integrates Hispanic linguistics with diaspora studies and cultural pedagogy , emphasizing sociocultural dimensions in language acquisition. Key specialties include specialized Spanish instruction for tourism/hospitality sectors, analysis of Polish missionary communities in Argentina, and cultural phenomena like Sanfermines festival as teaching tools. His methodology bridges historical analysis with contemporary language education needs. Publications from 2010-2020 reveal dual scholarly trajectories: historical investigations of Spanish political figures (notably José de Carvajal y Lancáster's economic/military doctrines) and innovative language teaching frameworks. The latter focuses on discourse specialization for tourism, cultural competency development, and diaspora studies examining Polish-Argentine historical connections. This synthesis positions language pedagogy within broader cultural and historical contexts. Scientific recognition includes: Inner Reward Individual Award of the Rector of Catholic University of Lublin (2nd degree, 2018) Externally funded work includes a 2022 Ministry of Education and Science project on "Polish organizations abroad." Dr. Wasilewski actively disseminates research through Expertos ELE conferences, Lublin Science Picnic presentations (e.g., Spanish proverbs, Catholic saints), and university promotional activities including matura exam preparation courses and secondary school workshops on Spanish language/culture.

Małgorzata Wideł-Ignaszczakمشاهده پروفایل

استادیار

• Polish-Russian translation studies
• Theolinguistics
• Intercultural communication
• +۳ مورد دیگر

Dr. Małgorzata Wideł-Ignaszczak serves as Assistant Professor in the Department of Translation and Slavic Languages at John Paul II Catholic University of Lublin's Faculty of Humanities. Specializing in Polish-Russian translation dynamics and theolinguistics, her work bridges religious language analysis with intercultural communication. She teaches Business Russian while examining lexical transmission between Catholic and Orthodox traditions. 1999-2004: Master's in Slavic Philology, Lublin 2004-2010: Doctoral studies at Lublin 2011: PhD in Linguistics 2002: Academic Russian certification from Pushkin Institute 2003-2004: Postgraduate Social Studies at Olsztyn Research Domains : Theolinguistics: Analyzing Polish and Russian religious vocabulary Translation Studies: Polish-Russian theological text adaptation Intercultural Communication: Church discourse across cultures Business Russian Pedagogy: Specialized language instruction Publication Trends (2011-2024) reveal consistent focus on: Religious lexical transfer between Polish and Russian Discourse analysis of ecclesiastical texts Translation challenges in Catholic-Orthodox contexts Intercultural teaching methodologies Business Russian curriculum development Pandemic-era religious communication Awards & Grants : Erasmus+ Scholarships (2011-2024) CEEPUS Mobility Grant (2023) PROM Project Scholarships (2015, 2021, 2022) NCBiR-funded project participation (2018) Polish Academy of Sciences collaboration Academic Service : Organized 2024 'Language and Religion' conference Co-hosted 2022 International Scientific Conference Editor-in-Chief of 'Language – Media – Religion' publication (2023) Member of International Slavic Committee's Religious Language Commission Peer-review for 'Roczniki Humanistyczne' and 'Studia Rossica Posnaniensia'

Mileidis Gortمشاهده پروفایل

استاد

• Bilingual Education
• Biliteracy Development
• Early Childhood Education
• +۳ مورد دیگر

Mileidis Gort is a Professor in the School of Education specializing in bilingual education and early childhood development, with a focus on dual language programs, translanguaging pedagogy, and biliteracy development for emergent bilingual children. Her research examines teacher practices in bilingual preschool classrooms and assessment of multilingual preschoolers' classroom behaviors. Her primary research interests include: Bilingual education and dual language programs in early childhood Translanguaging as a pedagogical approach for emergent bilinguals Biliteracy development among young children Teacher professional development in bilingual settings Classroom assessment tools for multilingual preschoolers Integrated reading and writing instruction for multilingual learners Analysis of her recent publications reveals consistent exploration of multimodal and translanguaging practices among young emergent bilinguals across classroom activities like sociodramatic play, show-and-tell, and read-aloud sessions. She has developed assessment tools such as the Spanish ASPI and advocates for genre-based writing instruction centered on communicative purpose. Her work promotes culturally responsive practices that empower emergent bilingual children while addressing systemic challenges in bilingual education. As a professor, Gort advises graduate students in bilingual education and early childhood studies. Her extensive publication record indicates sustained research funding, though specific grant details are not provided in the source material.