جست‌وجوی استاد و پژوهشگر

Sarah Eblingمشاهده پروفایل

استاد

• Computational Linguistics
• Assistive Technologies
• Sign Language Technologies
• +۷ مورد دیگر

Sarah Ebling is a Full Professor of Language, Technology and Accessibility at the University of Zurich's Faculty of Arts and Social Sciences. She leads the Language, Technology and Accessibility research group within the Institute for Computational Linguistics. Her work focuses on computational linguistics applications for assistive technologies targeting disabilities such as hearing impairments, visual impairments, and cognitive disorders. Key areas include sign language technologies, automatic text simplification, and audio description systems. She directs the large-scale Swiss innovation project 'Inclusive Information and Communication Technologies' (2022-2026, CHF12 million budget) and collaborates on EU H2020 and SNSF Sinergia projects. Education: Holds a doctoral degree (summa cum laude, 2016) from the University of Zurich with research on automatic translation to Swiss German Sign Language. Completed studies in German Linguistics, Computational Linguistics, and English Linguistics at Universities of Zurich and Heidelberg, with research stays in Dublin, Chicago, and Rochester. Research emphasizes multimodal accessibility solutions, including sign language fluency assessment, gesture-based interaction, and AI-driven text adaptation. Current projects explore audio description translation systems (SwissADT), sign language corpus development (SwissSLi), and digital tools for comprehensibility assessment in simplified texts. Her work bridges computational linguistics with ethical considerations in assistive technology deployment. Grants and Leadership: Principal Investigator on major accessibility-focused grants, including the CHF12M Swiss innovation project. Supervises PhD candidates in areas like sign language assessment tools and text simplification algorithms. Active in international collaborations, publishing extensively in computational linguistics and accessibility journals/conferences. Technology Development: Created the 'DigiSpon' benchmark for language sample analysis and developed open-source tools for sign language translation baselines. Her team's innovations include the SignCLIP model connecting text and sign language via contrastive learning, and pose estimation frameworks for sign language recognition.

Lena Wesselمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Training
• Language Development in Education
• +۴ مورد دیگر

Prof. Dr. Lena Wessel is a Mathematics Education faculty member at the Department of Mathematics Didactics, Faculty of Electrical Engineering, Computer Science and Mathematics, University of Paderborn. She leads teacher training programs and participates in university governance as elected Faculty Council member. Research Focus: Her work centers on comprehension-oriented mathematics instruction at secondary/vocational levels, emphasizing language development, continuity in curriculum design (spiral principle), and digital mathematics tools. As DZLM network partner, she develops professional development programs for secondary educators. LiaNMU project (scalar products, plane reflections) VioLa project (digital discussion formats) LLV.HD project (cross-university learning networks) Key Contributions: She has coordinated major projects like MESUT (language-supported fraction understanding) and LaMaVoC (language in vocational mathematics). Her 2024 publications analyze language-integrated pedagogy and algebraic concept unification in teacher training.

Scott Fraundorfمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Educational Technology
• Psycholinguistics
• +۴ مورد دیگر

Scott Fraundorf is an Associate Professor in the Department of Psychology at the University of Pittsburgh , where he leads the MAPLE (Memory And Psycholinguistics in Learning & Education) Lab . He combines cognitive science and data science to study human behavior prediction, educational program evaluation, and psycholinguistics . His research focuses on student learning and metacognition language processing and educational technology interventions statistical modeling using regression , machine learning , and mixed-effects models as well as open-source tool development for cognitive science. Key technical skills include Python , R , and SQL programming, with 3 patents for intelligent tutoring systems in English grammar. He has mentored over 70 graduate students and faculty in quantitative methods.

Eunice Eunhee Jangمشاهده پروفایل

استاد

• Language Assessment
• Educational Measurement
• Program Evaluation
• +۸ مورد دیگر

Dr. Eunice Eunhee Jang is a Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research focuses on synergistic learner modeling, dynamic assessment systems, and the intersection of language testing with educational measurement. PhD with specializations in language testing, educational measurement, and program evaluation Develops interactive digital assessment interfaces for struggling readers Author of "Focus on Assessment" (2014) and co-author of OECD Reviews on Evaluation and Assessment in Education Research Interests Dr. Jang's work explores prismatic assessment analytics to understand learner potential and predict learning pathways. She integrates natural language processing and machine learning to create diagnostic feedback systems that support cognitive, metacognitive, and affective growth in technology-rich classrooms. Scientific Awards Jacqueline Ross TOEFL Dissertation Award Caroline Clapham IELTS Master’s Award Tatsuoka Measurement Award Professional Contributions She has served on major advisory boards including EQAO provincial assessments and TOEFL Committees of Examiners. Currently, she is an elected board member for the International Language Testing Association and contributes to the Broader Measures of Success Advisory Committee for People for Education.

Michaela Sambanisمشاهده پروفایل

استاد

• English Language Teaching
• Positive Foreign Language Didactics
• Neurodidactics
• +۶ مورد دیگر

Univ.-Prof. Dr. Michaela Sambanis is a Professor of English Didactics at the Institute of English Philology within the Department of Philosophy and Humanities at Freie Universität Berlin. She has held this position since 2011 and previously served as the managing director of the Institute from Winter semester 2017/2018 to October 2019. Her academic journey includes research work at the Transfer Center for Neuroscience and Learning at the University of Ulm (2008-2011), completion of her habilitation in 2006, and her promotion in 2001. Professor Sambanis's research centers on the innovative intersection of educational neuroscience and language teaching methodology. Her work pioneers the field of Positive Foreign Language Didactics, connecting positive psychology with language education. She investigates embodied cognition approaches, particularly movement-based learning, and explores theater methods and arts integration in language instruction. Her research also addresses teacher well-being and health, multilingualism in educational settings, and the application of neuroscience findings to practical classroom situations. The k2teach project represents her current focus on teaching-learning labs in English teacher education. Her scholarly output demonstrates a consistent trajectory toward integrating neuroscience with language pedagogy, with recent publications increasingly addressing mental health, digital transformation in education, and positive psychology applications. The evolution of her work shows a progression from practical teaching methods to increasingly sophisticated neurodidactic frameworks that bridge scientific evidence with classroom practice. Professor Sambanis serves on multiple scientific advisory boards including the Goethe Institut in Munich, the Transfer Center for Neuroscience and Learning at the University of Ulm, and the Schlözer Program for Teacher Education. She is also the founding chair of the cross-state E&M Berlin-Brandenburg section and a member of the German Society for Foreign Language Research (DGFF). Her editorial work includes the SELT book series on English Language Teaching. Her teaching responsibilities include supervising master's theses in English teaching, and she has developed numerous teaching-learning laboratories that connect theoretical knowledge with practical application in teacher education. Her work demonstrates a strong commitment to evidence-based foreign language didactics that incorporates insights from neuroscience, psychology, and educational research.

• Neuroscience
• Speech Disorders
• Biomedical Engineering
• +۵ مورد دیگر

Birtan Demirel is a Postdoctoral Research Associate at the University of Oxford, affiliated with the Institute of Biomedical Engineering and the MRC Brain Network Dynamics Unit. He holds a DPhil in Experimental Psychology from Oxford, funded by the Dominic Barker Trust. His work focuses on stuttering biomarkers and therapeutic interventions using advanced technologies like non-invasive brain stimulation, AI, AR/VR. Education: MSc in Psychology, Neuroscience and Human Sciences (University of Pavia), DPhil in Experimental Psychology (Oxford) Research interests include neuroimaging studies (fMRI, MEG) to pinpoint brain disruptions in stuttering, and developing clinical tools for speech fluency and social anxiety reduction. Collaborates with Prof Tim Denison in the Bioelectronic Circuits & Systems Lab. Key publication: No evidence of altered language laterality in people who stutter (2024, Brain Communications), analyzing speech-language laterality across imaging modalities.

Sible Andringaمشاهده پروفایل

استاد

• Second Language Acquisition
• Bilingualism
• Language Pedagogy
• +۵ مورد دیگر

Sible Andringa is Professor of Second Language Pedagogy at the University of Amsterdam's Faculty of Humanities, officially inaugurated on June 16, 2023. Dr. Andringa serves as Academic Director of the Institute for Dutch Language Education (INTT), Coordinator of the Language Learning, Literacy and Multilingualism research group, and Coordinator of the Master's program in Dutch as a Second Language and Multilingualism. Dr. Andringa's research focuses on second language acquisition and bilingualism, specifically investigating the added value of explicit instruction, how input distribution affects language learning outcomes, and the role of awareness in language learning trajectories. Key ongoing projects include the Meta-LLL project examining how literacy shapes language learning, the SLA4All initiative for reproducing SLA research with non-academic samples, and the OASIS project creating accessible research summaries for practitioners. Previously, Dr. Andringa led Project MIND studying bilingual daycare effects and contributed to the Stilis project on listening proficiency. As General Editor of the Dutch Journal of Applied Linguistics (DuJAL), Dr. Andringa promotes open science principles in language research. Recent publications demonstrate a focus on addressing sampling biases in SLA research, open access publishing ethics, and practical applications of language acquisition research for educational settings. Academic Director, Institute for Dutch Language Education (INTT) Coordinator, Language Learning, Literacy and Multilingualism research group Coordinator, Master's program Dutch as a Second Language and Multilingualism General Editor, Dutch Journal of Applied Linguistics (DuJAL) Member, Mastery Team for Modern Foreign Languages Member, OASIS project team Member, IRIS database advisory group Dr. Andringa supervises PhD candidates including Kyra Hanekamp and Darlene Keydeniers, particularly in research related to bilingual daycare environments and language development. The research program has received funding from the Dutch ministry of Social Affairs for Project MIND and continues to secure support for ongoing projects examining language learning mechanisms. Dr. Andringa leads the Language Learning, Literacy, and Multilingualism research group which investigates language and literacy acquisition across the lifespan, with emphasis on how language skills are learned, maintained, and used in educational contexts. The group meets weekly to discuss projects, plans, funding opportunities, and research topics while promoting collaboration, methodological innovation, and open science principles.

Axel Mecklingerمشاهده پروفایل

استاد

• Neurocognition of Memory and Language
• Executive Functions
• Spatiotemporal Brain Imaging
• +۷ مورد دیگر

Prof. Dr. Axel Mecklinger is a leading cognitive neuroscientist at Saarland University , specializing in the neurocognition of memory and language through spatiotemporal brain imaging (EEG/MEG/fMRI). His career spans over three decades, with significant contributions to understanding visual working memory , associative recognition , and memory development . Key research areas: Memory binding, ERP subsequent memory effects, novelty detection, and cognitive aging Major grants: DFG Research Groups, Collaborative Research Centers, and international collaborations with the Chinese Academy of Sciences Scientific leadership: Organized conferences, edited journals, and served as speaker for research training groups His recent work explores unitization in memory formation , cross-cultural differences in memory processing , and theta neurofeedback interventions . Awards include the Early Career Award of the German Psychophysiology Society (1992) and the European Federation of Psychophysiology Societies' Federation Prize (1994). Current projects investigate the neural mechanisms of semantic surprisal and memory plasticity in aging populations.

• Corpus Linguistics
• Applied Linguistics
• Theoretical Linguistics
• +۳ مورد دیگر

Professor Tony McEnery is a Distinguished Professor of English Language and Linguistics at Lancaster University, where he has held various senior roles, including Dean of the Faculty of Arts and Social Sciences (2008–2014) and Head of the Department of Linguistics and English Language (2000–2005). His research focuses on corpus linguistics, applied linguistics, and sociolinguistics, with notable contributions to corpus-based analyses of historical medical discourse, media representation of Islam, and swearing in English. He has led major research projects, including the ESRC Centre for Corpus Approaches to Social Science (CASS) and the Trinity Lancaster Corpus. McEnery has secured over £10 million in research funding and holds visiting professorships at institutions worldwide, including Zhejiang University of Media and Communications and Shanghai International Studies University. He is a Fellow of the Academy of Social Sciences, Trinity College London, and the Royal Society for the Arts. Education: No explicit details provided, but his career trajectory implies advanced degrees in linguistics. Research Interests: Corpus linguistics applications in theoretical and applied linguistics, historical language analysis, and language as a socially situated phenomenon. McEnery’s work extends to interdisciplinary collaborations, including projects with the Environment Agency and the Home Office. His teaching includes summer schools in corpus linguistics and a Futurelearn MOOC, reaching tens of thousands globally. He advises on research funding for international bodies like the Irish Research Council and the Qatar National Research Foundation. Grants and Awards: Queen’s Anniversary Prize (2015), Changjiang Chair (2021), and multiple fellowships. Current grants include the Lancaster-Northern Arizona corpus and the Trinity Lancaster Corpus projects. Advising and Labs: Supervises postgraduate students in linguistics and collaborates with teams like the ESRC CASS Centre and UCREL (University Centre for Computer Corpus Research on Language).

Anita L Lightburnمشاهده پروفایل

عضو هیئت علمی

• Communication Disorders in Children
• Bilingualism in Speech-Language Pathology
• Multicultural Issues in Speech Therapy
• +۳ مورد دیگر

Anita L Lightburn is an Associate Teaching Professor in the Department of Communication Sciences and Disorders at Syracuse University's College of Arts & Sciences. She serves as a clinical supervisor at the Gebbie Speech-Language-Hearing Clinic. Her expertise focuses on communication disorders in children, particularly bilingualism, multicultural issues in speech-language pathology, and fluency disorders. She holds TESOL certification and has contributed to programs addressing BIPOC graduate student success. Education: M.S., Speech-Language Pathology, Syracuse University (1991) B.S., Communication Sciences & Disorders, Syracuse University (1990) Research Interests: Clinical and research efforts emphasize culturally responsive practices for children with communication disorders, including autism spectrum disorder and stuttering. Recent work addresses Hispanic family experiences and multicultural program development in academia. Recent Contributions: Published in Research in Developmental Disabilities and Teaching and Learning in Communication Sciences and Disorders . Presented at ASHA and NBASLH conferences on BIPOC student support programs and stuttering interventions. Service & Leadership: Coordinator of Speaking Orange Fluency Summer Camp for children who stutter Committee member for Student Diversity & Success in CSD Panelist for WISE Women of Color in STEM and DePaul University's Black History Month Labs/Teams: Active in the Gebbie Speech-Language-Hearing Clinic and the Speaking Orange Fluency Program.

Pamela Beachمشاهده پروفایل

دانشیار

• Teacher Education
• Professional Development of Educators
• Online Learning Environments
• +۴ مورد دیگر

Pamela Beach is the Associate Dean, Research and Associate Professor of Language and Literacy at Queen’s University’s Faculty of Education. She holds an MA and PhD in Child Study/Developmental Psychology from the University of Toronto. With nearly a decade of elementary teaching experience, her research focuses on leveraging online and multimedia resources to enhance teacher education and professional development. Key projects include SSHRC-funded studies on teachers’ self-directed online learning, analysis of web analytics for literacy PD platforms, and cross-cultural studies of literacy practices in Montessori and Reggio Emilia schools. Her expertise spans early literacy development, critical literacy integration, and the use of technologies like eye-tracking and virtual classrooms in teacher training. She leads the Literacy Education Research Team, collaborating on projects such as integrating music into literacy education and evaluating virtual classroom tools for teacher candidates. Beach is also the author of Promoting Language and Early Literacy Development (2024), a practical guide for educators and caregivers. Current roles include supervising graduate students in the Language and Literacy program and overseeing research initiatives as Associate Dean. Her work bridges research, practice, and policy to improve literacy instruction and teacher learning in diverse educational contexts.

David A. Galloمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Memory Accuracy and Distortion
• Aging and Alzheimer’s Disease
• +۳ مورد دیگر

David A. Gallo is a Professor at the University of Chicago, affiliated with the Department of Psychology. He joined the faculty in 2005 after completing a B.A. at Wesleyan University (1997), a Ph.D. at Washington University in St. Louis (2002), and an NIH-sponsored postdoctoral fellowship at Harvard University. His research focuses on neurocognitive processes of human memory, particularly memory accuracy, distortion, aging effects, and Alzheimer’s disease. He explores how memory is actively reconstructed and influenced by contextual and pharmacological factors. Key research interests include metacognitive and nonconscious processes, cognitive neuroscience, and evolutionary psychology. He investigates how stereotypes, psychoactive drugs, and contextual cues affect memory accuracy and monitoring. His lab, the Memory Research Lab, employs neuroimaging, behavioral experiments, and pharmacological interventions to study these phenomena. His recent articles highlight studies on transcranial direct current stimulation (tDCS), contextual reinstatement effects, and drug-induced memory modulation. He emphasizes the role of distinctiveness in reducing memory errors and examines the neural mechanisms underlying retrieval monitoring. His work spans developmental, clinical, and applied domains, with implications for aging populations and cognitive health. Gallo teaches courses such as Cognitive Neuroscience of Aging and Evolutionary Psychology, integrating empirical research with theoretical frameworks. His contributions bridge basic science and clinical applications, addressing challenges in memory disorders and cognitive enhancement strategies.

• Primary Science Education
• Early Years Science
• Teacher Professional Learning
• +۲ مورد دیگر

Associate Professor Christine Preston at the University of Sydney's Faculty of Education and Social Work specializes in primary science education with a focus on early childhood development. She maintains active classroom experience through her kindergarten science teaching and leads research on science diagrams, toy-based learning, and teacher professional development. Her work integrates embodied learning and representational pedagogies to enhance conceptual understanding in STEM subjects. Dr. Preston's research examines innovative approaches including citizen science integration, digital technologies, and adaptive curriculum design. She currently lectures in primary science and technology education, while supervising doctoral candidates exploring computational thinking and marine biology education. Her scholarly contributions emphasize practical classroom applications and teacher support resources. Award recognition includes multiple Excellence in Teaching awards (2007, 2016) and the 2001 NSW Quality Teaching Award. She maintains active membership in international science education associations including ASTA, ESERA, and NSTA, serving on editorial boards for science education journals.

Anders Kalsgaard Møllerمشاهده پروفایل

دانشیار

• Learning Design
• Computational Thinking
• Artificial Intelligence in Education
• +۸ مورد دیگر

Anders Kalsgaard Møller is an Associate Professor in the Department of Culture and Learning at Aalborg University's Faculty of Humanities and Social Sciences. He is actively engaged in research and innovation in learning design, digital technologies, and artificial intelligence in education. His work is centered around the L-ILD (IT and Learning Design), Green Society, and MASSHINE Xlab – Design, Learning and Innovation research environments. His research interests span Learning Design , Computational Thinking , Artificial Intelligence in Education , Human-Robot Interaction , and Environmental Literacy . He investigates how emerging technologies can be integrated into educational practices to enhance collaborative learning, literacy development, and sustainable thinking. His work often involves participatory and co-design methods with educators and children. The recent publications of Anders Kalsgaard Møller reflect a strong trend toward the application of generative AI, robotics, and digital tools in language and primary education. His scholarly output emphasizes interdisciplinary collaboration, technological innovation, and real-world educational impact, particularly in K-12 and higher education contexts. Principal Investigator, 'Using artificial intelligence in English teaching at upper secondary schools' (2023–2026) Co-PI, 'Co-Designing Robot-Assisted Learning for Children' (ongoing) Co-PI, 'Labor market-oriented AI skills at cand.it.' (2024–2026) Co-PI, 'Understanding and fostering future consumers' environmental literacy' (2024–2025) Anders Kalsgaard Møller has been involved in media outreach, including coverage on children's interactions with social robots and discussions on AI in education. He has also contributed to academic leadership through conference organization and editorial roles, such as in the DLI conference series. He is affiliated with key research labs including: L-ILD – IT and Learning Design Green Society MASSHINE Xlab – Design, Learning and Innovation These labs focus on digital innovation, sustainability, and human-centered design in educational contexts.

• Reading
• Language Processing
• Dyslexia
• +۳ مورد دیگر

Manon Jones is a Professor in Psychology and Director of Research at Bangor University's School of Psychology and Sport Science. She directs the Miles Dyslexia Centre, a research hub providing assessment services and professional development for practitioners, and leads the RILL project—a bilingual literacy program for primary schools funded by UKRI, Nuffield Foundation, and Welsh Government. Her research explores cognitive and neurocognitive foundations of reading, dyslexia, and bilingualism. Key themes include: Cross-modal learning in dyslexia Orthographic processing across languages Remote literacy instruction efficacy Neurodivergent cognition models Syntax acquisition in bilinguals Analysis of her 15 most recent publications (2014–2025) reveals dominant foci on dyslexia mechanisms (9 papers), bilingual language processing (7 papers), and literacy intervention design (4 papers). Methodologies include eye-tracking, ERP, and randomized controlled trials, with increasing emphasis on computational modeling since 2021. She leads multiple grants including: RILL randomized control trial (Welsh Government, 2022–2026) Welsh literacy scale-up project (2024–2025) Neurodevelopmental disorder screening tool development (2022–2023) COVID-19 remote teaching research (2020–2022) She directs the Reading Brain lab and collaborates with NHS services to translate research into clinical/educational practice.