جست‌وجوی استاد و پژوهشگر

Ruth McQuirter Scottمشاهده پروفایل

استاد

• Digital curation
• Collaborative Teacher Inquiry
• Knowledge Mobilization
• +۷ مورد دیگر

Ruth McQuirter Scott is a Professor in the Department of Educational Studies within the Faculty of Education at Brock University. She serves as a fulltime faculty member in the Initial Teacher Education Program, teaching at the Hamilton Campus with a specialization in Junior/Intermediate Language Arts. Her academic profile emphasizes technology integration in classrooms and features extensive work in word study (spelling, grammar, vocabulary) alongside a strong commitment to social justice issues in education. Dr. McQuirter Scott's research spans several interconnected domains of contemporary educational practice. Her primary areas of inquiry include digital curation as an essential 21st century skill for learners, collaborative teacher inquiry methodologies, and knowledge mobilization specifically related to technology integration. She has developed significant expertise in makerspace implementation across educational settings and examines how self-regulated learning can be enhanced through strategic technology use. Her work consistently connects theoretical frameworks with practical classroom applications, particularly in literacy education contexts. Analysis of her 15 most recent publications reveals a cohesive scholarly trajectory focused on technology-enhanced literacy instruction and teacher development. Her research demonstrates consistent exploration of how digital tools can transform traditional educational practices, with particular attention to makerspaces, iPad integration in elementary classrooms, and self-regulated learning frameworks. The publications span both academic journals and practical educational resources, including her comprehensive "Language Power Now" series that addresses fundamental aspects of language education from multiple developmental perspectives. Dr. McQuirter Scott has secured research funding for multiple projects including the 2019 Collaborative Inquiry Project on Makerspace with Halton Catholic District School Board ($982.10), the 2017-2018 Indigenous Education Initiative for Faculty of Education ($3,500), and the 2017 Technology Integration in Elementary Schools project ($978). She teaches EDBE8P24 and EDBE8P43 courses focused on Language and Literacy for Junior/Intermediate levels. Her professional affiliations demonstrate her commitment to educational communities: Ontario College of Teachers, Ontario Literacy Association, First Nations, Metis, Inuit Educators of Ontario (as an ally), and the Association for Supervision and Curriculum Development. Recent university news items highlight her involvement in initiatives including Brock delegates building bridges in India (February 13, 2025) and "Re-Storying Education: Decolonizing your practice with a critical lens" (February 7, 2025).

Jill Weinbergمشاهده پروفایل

دانشیار

• Crime
• Law
• Deviance
• +۷ مورد دیگر

Jill Weinberg is an Associate Professor of Sociology and the Department Chair at Tufts University. She holds a joint appointment as Associate Professor at Tisch College. Her academic work bridges sociology, law, and social justice issues, with a particular focus on how social processes shape legal frameworks and vice versa. Education PhD in Sociology, Northwestern University (2015) MA in Sociology, Northwestern University (2010) MA in Social Psychology, University of Chicago (2009) JD, Seattle University School of Law (2008) BA in English and BS in Journalism, Boston University (2003) Research Interests Jill Weinberg is a scholar who examines decriminalization through social processes, focusing on how groups use rules, norms, and language of consent and choice. Her research spans several interconnected areas including crime, law, deviance, sports, the body, and research methods. She is particularly interested in how seemingly violent activities become socially acceptable through formalized rules and structures. Her work explores how communities navigate legal boundaries while maintaining legitimacy in the public eye. This includes examining mixed-martial arts and sexual sadomasochism communities, which develop elaborate law-like rules to organize themselves. Her current research extends to assisted death and how terminally ill people, their loved ones, and medical professionals navigate laws regarding aid-in-dying. Another significant research stream is the "Contested Constructions of Discrimination Project," which uses experimental research design and interviews to compare how ordinary people and trial judges define employment discrimination. This work bridges sociology, law, and social psychology to understand how legal concepts are interpreted in real-world contexts. Publication Trends Weinberg's scholarly output demonstrates a consistent focus on the intersection of law, social processes, and embodied experiences. Her publications reveal an evolving trajectory from studying consent in unconventional contexts like sports and sexuality toward examining legal decision-making processes in discrimination cases and end-of-life care. The methodological diversity in her work—from qualitative ethnographic approaches to experimental designs—highlights her commitment to rigorous interdisciplinary research that bridges theoretical insights with empirical evidence. Her publications appear in top sociology and law journals including Sociological Science, Sociological Methods & Research, and Law & Social Inquiry. She also engages with broader audiences through popular media outlets like the Huffington Post and the Society Pages, demonstrating her commitment to public sociology. Scientific Awards Neubauer Faculty Fellowship, Tufts University (2016-2017) Marion & Jasper Whiting Foundation award for "Conceptualizing Justice" (2017-2018) Advising and Grants As Department Chair and Associate Professor, Weinberg actively mentors students through honors theses and independent research projects. Her teaching portfolio includes courses on Law and Society, Body Culture & Society, Sports Sociology, and Quantitative Research Methods, reflecting her interdisciplinary approach. Beyond direct student supervision, she serves on various committees including the Undergraduate Student Article Prize Committee for the Sociology of Law Section of the American Sociological Association. Her research has been supported by significant funding, including the Marion & Jasper Whiting Foundation grant for her "Conceptualizing Justice" project. She is also an affiliated scholar at the American Bar Foundation, where her "Contested Constructions of Discrimination Project" has advanced understanding of how legal concepts are interpreted across different social contexts. Professional Activities Weinberg maintains an active role in the legal sociology community through presentations at major conferences including the Annual Meetings of the Law and Society Association and the American Anthropological Association. She has served as an expert consultant in multiple court cases, including State v. Baldwin, State v. Hoffman, and U.S. v. Christensen, demonstrating how her academic expertise translates to real-world legal contexts. Her editorial work for Law and Social Inquiry further establishes her as a key contributor to scholarly discourse at the intersection of law and society.

Pedro Henriquesمشاهده پروفایل

استاد

• Programming Languages
• Compiler Design
• Software Analysis
• +۲ مورد دیگر

Pedro Henriques is Professor of Computer Science at University of Minho, where he coordinates the Language Processing group at Algoritmi Research Center. With a PhD in Formal Languages and Attribute Grammars, he teaches compiler design and programming language engineering. His research develops: Formal methods for software analysis Educational tools for programming pedagogy Ontology-driven computational thinking frameworks AI applications in agriculture and healthcare Recent work includes neuroeducation-informed frameworks (OntoCnE) and Programming Cocktails methodology for optimizing cognitive load in code instruction. He has supervised 14 PhD dissertations and authored the foundational text "XML & XSL: da teoria a prática". Current EU projects explore VR cognitive rehabilitation and olive cultivar identification using deep learning.

• Educational Leadership
• Bilingual Education
• Professional Development
• +۴ مورد دیگر

Beverly Irby is a Regents Professor and Senior Associate Dean for Academic Affairs in the Department of Educational Administration and Human Resource Development at College of Education and Human Development, Texas A&M University . Her work focuses on school leadership, bilingual education, and mentoring/coaching systems. She leads initiatives in the Education Leadership Research Center and Center for Research and Development in Dual Language and Literacy Acquisition , emphasizing transformative leadership strategies and evidence-based practices in high-needs schools. Her research explores school turnaround strategies , virtual professional development , and instructional practices for English Language Learners (ELLs) . She has pioneered studies on the efficacy of virtual mentoring/coaching for educators and principals, particularly during crises like the pandemic. Her work bridges STEM education policy and equity for underrepresented groups , including women of color in STEM fields. Irby’s publications analyze leadership growth in principal preparation programs, the implementation of literacy-infused science curricula, and the impact of mentorship networks. She designs large-scale federally funded research protocols and advocates for sustainable leadership capacity-building in schools through collaborative learning communities. Key Projects: School turnaround interventions, virtual leadership training, bilingual teacher certification programs. Key Partnerships: Collaborations with state education agencies and international institutions on talent development. Her contributions include advancing data-driven leadership practices , inter-rater reliability frameworks in classroom observations, and literacy strategies for economically disadvantaged students . She is a leading voice in redefining educational leadership through innovation and equity-focused approaches.

• Educational Psychology
• Literacy Development
• Reading Comprehension
• +۳ مورد دیگر

Roel van Steensel is a Full Professor at Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, specializing in Educational Sciences. His research focuses on literacy development, reading comprehension, and educational interventions, particularly in diverse socioeconomic contexts. His primary research explores literacy programs, reading motivation, and family engagement in education. Current interests include meta-analyses of educational interventions, cross-cultural studies of reading attitudes, and cognitive aspects of language acquisition. Recent work examines emotional dynamics in learning environments and interparental collaboration in educational settings. Steensel's scholarly output demonstrates consistent focus on evidence-based educational practices, with meta-analyses revealing effective strategies for literacy development across different age groups. His publications emphasize practical applications for improving reading proficiency in primary and secondary education through both school-based and family-centered approaches. Awards include: Review of Education's Editors' Choice Award 2017 Ongoing projects investigate longitudinal effects of shared reading interventions and culturally responsive pedagogies for ethnic minority students. He leads research collaborations examining literacy development pathways from kindergarten through secondary education.

Nadine Cruz Neriمشاهده پروفایل

پژوهشگر

• Language in Learning
• Reading Comprehension
• Writing Skills
• +۳ مورد دیگر

Dr. Nadine Cruz Neri is a Researcher in Educational Psychology at the University of Hamburg's Faculty of Education. She holds a Ph.D. in Psychology from Universität Hamburg and conducts research at Universität Bielefeld concurrently. Her research examines language's role in subject learning, predictors of reading/writing performance, dyslexia interventions, and diversity aspects like gender stereotypes and multilingualism in education. She developed LATIC, a linguistic analysis tool for educational texts. Recent publications investigate linguistic patterns in STEM textbooks, multilingual teaching practices, and comprehension differences between text genres. Her work appears in Educational Psychology, Exceptional Children, and PLoS ONE.

Pengyu Nieمشاهده پروفایل

استادیار

• Software Engineering
• Machine Learning
• Program Analysis
• +۲ مورد دیگر

Dr. Pengyu Nie is an Assistant Professor at the University of Waterloo's Cheriton School of Computer Science. His research enhances developer productivity through machine learning techniques for software testing, code maintenance, and program analysis. Specific interests include execution-guided test completion, code-comment co-evolution, and multilingual programming systems. Current projects investigate LLM-based code editing in computational notebooks, multilingual code co-evolution, and test generation for exceptional behaviors. Research outputs include tools like pytest-inline for Python testing and Roosterize for Coq lemma suggestions. Awards include the Margarida Jacome Dissertation Award (2023) and ACM SIGSOFT Distinguished Paper Awards (2023, 2019). He leads the UW-SWaG research group and advises PhD/master's students on software engineering and ML projects.

Bryan Bibbمشاهده پروفایل

استاد

• Hebrew Bible Studies
• Bible Translation
• Ancient Israelite Religion
• +۲ مورد دیگر

Bryan Bibb is Professor of Religion at Furman University, specializing in Hebrew Bible/Old Testament studies with emphasis on textual interpretation and translation practices. His scholarship examines how religious texts transform through transmission and translation. Research explores: Historical development of biblical texts Ideological dimensions of translation Digital transformations of scripture Ancient scribal practices Publications investigate the cultural politics of Bible translation and the material history of religious texts, with recent work analyzing how digital formats reshape engagement with sacred texts. Teaches courses on biblical literature within Furman's liberal arts curriculum. Professional recognition includes the Alester G. Furman Award for Meritorious Teaching and service as president of the Southeastern Society of Biblical Literature. Current project develops a comprehensive commentary on the Book of Numbers.

Jonas Brännströmمشاهده پروفایل

دانشیار

• Psychoacoustics
• Cognition and Hearing
• Hearing Rehabilitation
• +۳ مورد دیگر

Jonas Brännström is an Associate Professor in Audiology and Senior Lecturer at the Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden. He completed his PhD at Lund University and has extensive clinical experience as a audiologist. He served as President of the Swedish Association of Audiologists for five years. His research focuses on psychoacoustics, cognition-auditory interactions (including tinnitus), hearing rehabilitation, and tele-audiology, emphasizing the psychosocial aspects of audiology practice. He is actively involved in educational programs for audiology and speech pathology. Education : PhD in Audiology, Lund University Research Interests : Psychoacoustics and cognitive-auditory interactions Hearing aid outcomes and tele-audiology Classroom acoustics and child listening Audiologist work environment Article Trends : Recent work emphasizes children's listening in educational settings, telehealth applications, and the interplay between hearing loss and cognitive performance. Key themes include bilingualism effects, noise impacts on comprehension, and digital rehabilitation tools. Grants & Advising : Supervises projects like the 'Online Audiological Rehabilitation Support Program' and 'Classroom Sound Environments Study'. Advises students such as S. Ahlberg and S. Waechter on hearing aid outcomes and cognitive-auditory interactions. Labs/Teams : Collaborates in multidisciplinary groups addressing audiological rehabilitation, telemedicine, and educational acoustics.

Gergely Csibraمشاهده پروفایل

استاد

• Developmental Psychology
• Cognitive Science
• Social Cognition
• +۷ مورد دیگر

Gergely Csibra is a part-time Professor of Psychology at Birkbeck, University of London, with a primary affiliation at Central European University in Budapest. His research focuses on developmental psychology, cognitive science, and neuroscience, particularly exploring infant social cognition, action perception, and neuroimaging techniques. He investigates how infants interpret social interactions, understand goal-directed actions, and process communicative signals through methodologies such as ERP, fNIRS, and eye-tracking. Research Interests: Infant social cognition and theory of mind Development of social learning mechanisms Neural basis of action understanding Language acquisition and symbolic representation Joint action and collaborative cognition Developmental neuroscience using EEG/fNIRS Publications: Over 160 peer-reviewed articles, including foundational work on natural pedagogy, teleological reasoning in infancy, and social cognitive development. Recent work examines social cost optimization in collaborative actions and the neural correlates of infant communication understanding. Labs/Teams: Leads interdisciplinary research groups studying cognitive development at both Birkbeck and CEU, collaborating with neuroscientists, psychologists, and robotics researchers to model human social cognition.

Mayumi Okaمشاهده پروفایل

پژوهشگر

• Japanese Pedagogy
• Language Acquisition
• Japanese Language Teaching
• +۳ مورد دیگر

Mayumi Oka serves as Assistant Research Scientist at the Center for Japanese Studies, University of Michigan, with prior full-time lecturing appointments at Princeton University (1996-2000), Columbia University (1989-1996), and the University of Michigan (2000-2020). Her academic career spans over three decades in Japanese language pedagogy across major U.S. institutions and Sophia University in Japan. Her educational background includes: Program in Japanese Pedagogy, Columbia University (1992) MA in Education and Human Development, University of Rochester (1985) BA, Chuo University (1975) Dr. Oka's research centers on Japanese language acquisition and pedagogical methodology , with emphasis on metaphor integration, kanji mastery, and reading comprehension strategies. Her work bridges theoretical linguistics with practical classroom applications, particularly for intermediate-to-advanced learners. She pioneered structured approaches to metaphorical expression acquisition and developed systematic frameworks for kanji vocabulary expansion. Publication trends reveal sustained focus on textbook development and teaching methodology since 1998, with increasing specialization in metaphor analysis (2005) and advanced curriculum design (2009-2012). Her works consistently address pedagogical gaps in Japanese language instruction, moving from foundational reading skills to sophisticated cultural-linguistic concepts. She contributed to professional development as Board Member of the Association of Teachers of Japanese (2007-2010), influencing national standards for Japanese language education.

• Developmental Psychology
• Genetics
• Learning Disabilities
• +۵ مورد دیگر

Elena L. Grigorenko is a Professor at Yale University's Child Study Center within the Yale School of Medicine. She holds joint appointments in the Global Health Studies Program, Program in Neurodevelopment and Regeneration, and Yale Ventures. Her academic journey spans international institutions with significant contributions to developmental psychology and genetics. Dr. Grigorenko earned her first PhD in general psychology from Moscow State University in 1990, followed by a second PhD in developmental psychology and genetics from Yale University in 1996. Her educational background reflects her interdisciplinary approach to understanding human development across cultural contexts. Her research interests center on cognitive and linguistic adaptation, particularly focusing on learning disabilities in challenging environments, genetic factors in language disorders, and the interplay between genetic and environmental risk factors in child development. Her work spans multiple continents, addressing issues in Africa, India, Saudi Arabia, Russia, and the United States, with special emphasis on vulnerable populations including orphans, children affected by HIV, and juvenile detainees. Analysis of her recent publications reveals a consistent focus on the intersection of cognitive development, genetics, and environmental factors. Her research employs diverse methodologies including neuroimaging, genetic analysis, and cross-cultural studies, with particular attention to educational outcomes and language development across different populations. Scientific Awards Awards from five different divisions of the American Psychological Association (Divisions 1, 7, 10, 15, and 24) APA Distinguished Award for Early Career Contribution to Developmental Psychology AERA Sylvia Scribner Award for research representing significant advancement in the understanding of learning and instruction Dr. Grigorenko's research has been generously funded by major organizations including the NIH, NSF, NIJ, and DOE, reflecting the significance and impact of her work. Her global research initiatives particularly focus on how environmental factors like poverty, infection, and institutionalization affect cognitive and linguistic development in children across diverse cultural contexts. Her laboratory work spans multiple international sites with a particular focus on understanding how children adapt cognitively and linguistically to new environments, especially international adoptees in the United States. Her team employs innovative assessment methods to evaluate analytical, practical, and creative abilities in children and adolescents.

Jill Grifenhagenمشاهده پروفایل

دانشیار

• Early Childhood Education
• Literacy Development
• Teacher Education
• +۷ مورد دیگر

Dr. Jill Grifenhagen is an Associate Professor of Literacy Education at North Carolina State University’s College of Education. Her research focuses on early language and literacy development, particularly academic vocabulary and classroom practices. She emphasizes teacher preparation and professional development, including coaching strategies. Dr. Grifenhagen holds a B.A. from the University of North Carolina, an M.Ed. from Boston College, and a Ph.D. from Vanderbilt University. Education: PhD, Learning, Teaching, and Diversity, Vanderbilt University (2013) MEd, Curriculum and Instruction, Boston College (2004) BA, Sociology and Religious Studies, University of North Carolina (2000) Research Interests: Dr. Grifenhagen explores early literacy interventions, rural education challenges, and the integration of technology in literacy instruction. Her work highlights social-emotional teaching practices, coaching quality, and teacher self-efficacy. She also investigates how remote learning environments impact early literacy strategies. Recent Research Trends: Recent publications emphasize coaching effectiveness in rural schools, the impact of digital tools on comprehension, and the role of emotions in science education. Her work often bridges theory and practice, advocating for equitable educational practices. Professional Engagement: Dr. Grifenhagen teaches literacy methods courses to undergraduates and graduate-level research leadership courses. She collaborates with groups such as Elementary Education Faculty and the Literacy and New Literacies teams. Her work addresses challenges in rural education and teacher development.

Nicole Landiمشاهده پروفایل

استاد

• Reading Development
• Language Development
• Developmental Cognitive Neuroscience
• +۴ مورد دیگر

Nicole Landi is a Professor and Director of Developmental Psychology in the Department of Psychological Sciences at the University of Connecticut. She holds a Ph.D. in Cognitive Psychology from the University of Pittsburgh (2005). Her research utilizes cognitive neuroscience approaches (ERP, MRI, neuroimaging genetics) to study reading and language development, focusing on disorders like dyslexia and specific reading comprehension disability. Education: Ph.D., Cognitive Psychology, University of Pittsburgh, 2005 Dr. Landi's research investigates neural mechanisms underlying reading disorders through collaborations with schools like AIM Academy and The Windward School. Her work examines predictors of intervention response and includes projects on neurochemistry, genetics, and technology-based interventions such as the HBN-EDUCATE program with the Child Mind Institute. Analysis of her recent publications (2022-2025) reveals consistent themes: neural correlates of reading ability, socioeconomic impacts on literacy, intervention effectiveness during COVID-19, and specialized populations (autism, cochlear implant users). Methodologies predominantly feature fMRI, ERP, and DTI to explore brain-behavior relationships across development. Scientific Awards: James McKeen Cattell Sabbatical Fellowship (2020-2021) Dr. Landi advises multiple graduate and undergraduate students, including recipients of the Isabelle Y. Liberman Award (Meaghan Perdue), Goldwater Scholarship (Katie Mahaffy), and Holster Scholar (Katie Hooker). Her lab secures funding for research projects through partnerships and fellowships, including international collaborations on imaging genetics. The LandiLab operates within the Bousfield Psychology Building, collaborating with the Yale Child Study Center, Language Sciences Consortium, and community schools. These partnerships enable translational research through in-school laboratories and longitudinal studies of reading intervention outcomes.

• Early Language Development
• Phonology
• Lexical Development
• +۶ مورد دیگر

Dr. Nayeli Gonzalez-Gomez is a Reader in Psychology at Oxford Brookes University, affiliated with the School of Psychology, Social Work and Public Health. She leads research in the Brookes Babylab, focusing on early language acquisition, phonological development, and the impact of environmental factors like socioeconomic status, preterm birth, and pandemics on infant cognitive and language development. Her work bridges developmental psychology, linguistics, and public health. Research Interests : Early Language Development in Monolingual and Bilingual Infants Phonological and Lexical Acquisition Mechanisms Effects of Prematurity and Socioeconomic Deprivation on Speech Perception Impact of the Pandemic on Child Development (e.g., screen time, caregiver sensitivity, sleep patterns) Developmental Cognitive Neuroscience Key Findings : Recent studies analyze how the pandemic affected language environments and executive functions, the role of caregiver sensitivity in vocabulary growth, and the efficacy of co-produced activity packs for parent-child engagement. Collaborative multi-lab projects address infant-directed speech preferences and gaze-following behaviors in bilingual infants. Grants & Projects : Principal Investigator of the ESRC-funded BICYCLE project (2024–2026) studying pandemic impacts on children born during lockdowns. Active in coordinating international research networks like the ManyBabies Consortium. Labs & Teams : Core member of the Brookes Babylab, collaborating with the Centre for Psychological Research (CfPR). Leads multidisciplinary teams investigating language acquisition theories and translational research for early childhood interventions.