جست‌وجوی استاد و پژوهشگر

Ravi Shroffمشاهده پروفایل

دانشیار

• Computational Social Science
• Statistical Methodology
• Equity in Decision Making
• +۴ مورد دیگر

Ravi Shroff is an Associate Professor of Applied Statistics in the department of Applied Statistics, Social Science, and Humanities (ASH) at New York University's Steinhardt School. He holds an affiliated appointment at NYU's Center for Urban Science and Progress (CUSP) and is part of the Stanford Computational Policy Lab and NYU's Machine Learning for Good Lab. His research focuses on computational social science, statistical methods for improving equity and efficiency in decision-making, particularly in criminal justice and public policy contexts. Dr. Shroff has a multidisciplinary educational background including a Ph.D. and M.S. in Mathematics from UC San Diego, an M.S. in Applied Urban Science and Informatics from NYU-CUSP, and a B.S. in Mathematics and Economics from the University of Washington. His career includes roles as a Senior Research Scientist at CUSP, a fellow at the Data & Society Research Institute, and postdoctoral work at the Australian National University's Mathematical Sciences Institute. His work has been funded by organizations like the National Science Foundation, Amazon, Arnold Ventures, and the Knight Foundation. Key collaborations involve city and state agencies in New York and California. Shroff's research explores topics such as algorithmic fairness, discrimination measurement, pretrial detention decisions, and the intersection of technology with urban governance.

Chantal E. Bermanمشاهده پروفایل

استادیار

• Comparative Politics
• Social Movements
• State-Movement Interactions
• +۱۱ مورد دیگر

Chantal E. Berman is an Assistant Professor in the Department of Government at Georgetown University and an Academy Scholar at the Harvard Academy for International and Area Studies. Her research centers on comparative politics, focusing on state responses to social movements, protest economies, and political transitions in the Maghreb and broader Middle East. Her academic work explores how revolutions and regime changes reshape state-movement dynamics, with particular attention to policy concessions, mining conflicts, and long-term effects of political violence. Supported by the Social Science Research Council, National Science Foundation, and the American Institute for Maghreb Studies, her research has been recognized by the International Studies Association and the American Political Science Association. The analysis of her recent scholarly output reveals a consistent focus on authoritarianism, contentious politics, and post-revolution governance, with strong methodological grounding in qualitative fieldwork across North Africa. Her interdisciplinary approach integrates insights from political economy, conflict studies, and citizenship theory. Honors from the International Studies Association Honors from the American Political Science Association At Georgetown, she teaches courses on social movements, authoritarianism, and comparative politics, and is affiliated with the MA Program in Conflict Resolution. She also leads "Writing Activism," an initiative fostering dialogue between students and scholars in comparative social movements. Her research is deeply informed by her fluency in French, ongoing study of Arabic, and extensive field experience in Morocco, Tunisia, Egypt, Lebanon, and Syria. Previously a journalist and videographer at Democracy Now! and Radio Open Source (NPR), she brings a unique interdisciplinary lens to her academic work. She has also volunteered as a citizenship tutor with the Arab American Association in Brooklyn, supporting immigrants in their naturalization journey.

Kristin M. Pelczarskiمشاهده پروفایل

دانشیار

• Stuttering
• Fluency Disorders
• Phonological Processing
• +۵ مورد دیگر

Kristin M. Pelczarski is an Associate Professor in the Department of Communication Sciences and Disorders at Kansas State University, within the College of Health and Human Sciences. She specializes in stuttering, fluency disorders, phonological processing, and the neurophysiological mechanisms underlying speech production. Her research employs eye-tracking and pupil dilation analysis to investigate linguistic and motor planning deficits in individuals who stutter, aiming to isolate language-related contributions to the disorder. Dr. Pelczarski holds a B.A. in Speech and Hearing Science from George Washington University (Washington, D.C.), and both a M.A. and Ph.D. in Communication Science and Disorders from the University of Pittsburgh (Pennsylvania). She is a certified speech-language pathologist (ASHA CCC-SLP) with a Kansas state license. Her teaching responsibilities include graduate courses such as CSD 741 Stuttering , CSD 851 Professional Issues in Speech-Language Pathology , and clinical supervision ( CSD 705 ). Clinically, she supervised graduate clinicians at the K-State Speech and Hearing Center and previously worked for eight years at the Children’s Hospital of Pittsburgh, treating pediatric populations who stutter. Dr. Pelczarski contributes to professional advocacy through her role as co-chair of the Manhattan, Kansas Chapter of the National Stuttering Association (NSA), which meets monthly on campus. Her research has been disseminated through peer-reviewed journals, book chapters, and presentations at international conferences.

Eivind Nessa Torgersenمشاهده پروفایل

استاد

• Phonological Variation
• Sociolinguistics
• Multilingualism
• +۳ مورد دیگر

Eivind Nessa Torgersen is a Professor of English Language and Head of the Department of English and Foreign Languages at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He also holds a Professor II position at Nord University, where he teaches phonetics. His research focuses on phonological and grammatical variation in London English, sociolinguistics, multilingualism, and experimental phonetics. He has led major projects such as the British Academy-funded 'Analysis of London English using corpus tools' (2008) and the Research Council of Norway-funded 'Acquisition of English in the multilingual classroom' (2018–2023). His PhD thesis (University of Reading, 2004) explored voice processing strategies in L1/L2 learners. Key research areas include Multicultural London English (MLE), language contact phenomena, and pedagogical strategies in multilingual classrooms. He has supervised PhD candidates like Dianna Walla and Tone Stuler Myhre and co-authored influential works on urban dialects, language policy, and teacher education. Publications span sociolinguistic theory, corpus linguistics, and applied linguistics, with a focus on urban language variation and multilingual education. His work bridges theoretical insights with practical applications, emphasizing the role of multilingualism in education and society. Current projects address challenges in teaching English to diverse student populations in Norway.

Tonje Amlandمشاهده پروفایل

پژوهشگر ارشد

• Developmental Psychology
• Early Cognitive Development
• Numeracy and Mathematical Learning Difficulties
• +۳ مورد دیگر

Tonje Amland is a Research Fellow at the Department of Special Needs Education, University of Oslo (UiO), affiliated with the CREATE Centre for Research on Equality in Education. Her work focuses on developmental psychology, early cognitive development, and mathematical learning difficulties. She has held roles including Postdoctoral Researcher (2023–present), University Lecturer (2022–2023), and Doctoral Research Fellow (2018–2022). Academic Background: PhD: Department of Special Needs Education, UiO (2018–2022) MSc Child Development, Institute of Education, UCL (2014–2015) BA in Languages, University of Bergen (2008–2010) Research Interests: Her research examines numeracy development, mindset in mathematics, home learning environments, and children with high learning potential. Methodological expertise includes structural equation modeling and meta-analysis. Teaching: Courses include SPED4400, SPED4010, and SNE4200. She mentors students in special needs education and developmental psychology. Labs/Groups: Active in CREATE, Literacy and Numeracy in Context (LiNCon), and the NumLit project. Her work bridges educational practice and cognitive science to address learning disparities.

Rielke Bogaertمشاهده پروفایل

پژوهشگر

• Reading Comprehension
• Educational Psychology
• Response-to-Intervention Research
• +۳ مورد دیگر

Rielke Bogaert is a researcher and language test developer affiliated with Ghent University and the Steunpunt Centrale Toetsen in Onderwijs . Their work focuses on reading comprehension , educational psychology , and response-to-intervention research in late elementary education . Education: PhD in Educational Sciences (2023), Ghent University Current Role: Language test developer at Steunpunt Centrale Toetsen in Onderwijs (2021–2025) Rielke’s research explores the development of instruments like the Reading Comprehension Strategies Questionnaire (RCSQ) and RC-PM tool , emphasizing quantitative surveys and factor analyses . Their studies investigate monitoring strategies , motivation promotion , and home language use in bilingual learners. Recent publications (2025–2020) span journal articles , conference papers , and book chapters , focusing on peer-mediated instruction , differentiated interventions , and progress monitoring . Collaborative work with colleagues like Hilde Van Keer and Emmelien Merchie highlights cross-disciplinary efforts in literacy education and educational equity .

Petar Milinمشاهده پروفایل

استاد

• Psychology of Language
• Language Learning
• Natural Communication
• +۴ مورد دیگر

Professor Petar Milin holds a position as Professor of Psychology of Language and Language Learning at the University of Birmingham's Department of Modern Languages. He earned a BA and MA in Psychology from the University of Novi Sad (Serbia), followed by a PhD in experimental and computational psychology from the University of Belgrade. His career includes roles as Assistant Professor (1990s–2016), Associate Professor (2009–2016), Senior Researcher at Eberhard Karls University in Tübingen (2013–2016), and Senior Lecturer positions at the University of Sheffield and Birmingham. He co-founded Novi Sad's Laboratory for Experimental Psychology (2009–2015) and contributed to EU-funded curricula development projects. His research focuses on the role of learning in language behavior, combining experimental and computational methods with statistical analysis. Primary interests include language communication dynamics, probabilistic phenomena in language (stylometry, text quantification), and cognitive systems integration. He leads the Out Of Our Minds project (Leverhulme Trust-funded), exploring language learning optimization. Notable grants include €180k and €703k EU TEMPUS grants for curricula development. Professor Milin has authored/co-authored influential papers in journals like Journal of Experimental Psychology and Cognitive Science , and holds editorial roles at Cognitive Linguistics and Entropy . He is a Turing Fellow and Research Ambassador for Eberhard Karls University. Current advisees include students researching L2 aspectual usage, eye-tracking in bilingualism, and technology-enhanced language learning. Teaching specialties include Statistics, Research Methods, Psycholinguistics, and Learning Theory. His work bridges cognitive science and computational linguistics, emphasizing interdisciplinary approaches to language understanding and acquisition.

• Cognitive Linguistics
• Language Acquisition
• Formulaic Language
• +۳ مورد دیگر

Ewa Dabrowska is an Honorary Professor in the Arts and Law school. She holds expertise in Cognitive Linguistics, Language Acquisition, and individual differences in linguistic knowledge. Her research focuses on formulaic language, linguistic generalizations, and disparities in grammatical competence across speakers. She has conducted studies on bilingual acquisition, second language learning challenges, and the role of education in linguistic proficiency. Ewa has been affiliated with institutions including the University of Sheffield, Northumbria, and the Max Planck Institute in Leipzig. She currently serves as President of the UK Cognitive Linguistics Association and previously edited Cognitive Linguistics journal. Her work has been recognized with the Alexander von Humboldt Professorship (2017). Education: Poland, US, UK Key Research Themes: Formulaic language in acquisition and adult speech Psychological reality of linguistic generalizations Individual differences linked to education and vocabulary Grants: AHRC-funded project on syntactic constructions Her collaborative projects include studies on Spanish syntax comprehension and L2 grammar redundancy effects. She actively participates in academic conferences and guest lectures globally.

Monica Melby-Lervågمشاهده پروفایل

استاد

• Language development
• Reading development
• Dyslexia
• +۵ مورد دیگر

Monica Melby-Lervåg is a Professor at the Department of Special Education, University of Oslo, affiliated with the CREATE Center for Research on Equality in Education. Her research focuses on language and reading development in children, particularly those with dyslexia or from minority language backgrounds. She has led major research initiatives like the CREATE Center and the GenEd project. Her work emphasizes meta-analytic reviews, experimental interventions, and the role of phonological awareness in reading skills. Education: PhD in Psychology (2008), Postdoc in Minority Language Research (2009). Roles: Former Deputy Head of the Department (2017-2019), Dean of Research (2013-2015). Research Interests: Quantitative methods, oral language interventions, bilingualism, and the causal factors influencing reading and math skills. Her meta-analyses on phonological skills and working memory training have shaped educational policy. Grants & Projects: Led €5M CREATE center (2022), GenEd project on familial dyslexia, and ArcEd on educational admissions. Collaborates widely with institutions like Campbell Collaboration. Labs/Teams: CREATE Center, Literacy and Numeracy in Context (LiNCon) group.

Arne Ola Lervågمشاهده پروفایل

استاد

• Development of Reading Skills
• Language Development
• Mathematics Education
• +۵ مورد دیگر

Arne Ola Lervåg is the Center Director and Professor at the CREATE - Centre for Research on Equality in Education at the University of Oslo. He holds a Dr. Polit. (PhD) from the Faculty of Educational Sciences (2005) and a Cand. Paed. in educational psychological counseling (1997). His research focuses on the development of reading, language, and mathematics skills, with an emphasis on longitudinal modeling and randomized controlled trials (RCTs). His work addresses topics such as reading comprehension, word decoding, and the impact of socioeconomic factors on academic outcomes. Key interests include the intergenerational transmission of literacy skills, cognitive factors underlying mathematical proficiency, and interventions for language minorities and children with neurodevelopmental disorders. Recent studies highlight the effectiveness of oral language interventions in preschool settings and the role of morphological awareness in early literacy. His publications span over two decades, with contributions to journals like Journal of Child Psychology and Psychiatry and Developmental Science . He co-leads projects on preventing special education needs and directs CREATE, emphasizing equality in education. Collaborations with institutions like the University of Cambridge and international researchers underscore his global impact in educational psychology.

• Cognitive Neuroscience
• Neurocognitive Plasticity
• Sex Differences in Brain Development
• +۳ مورد دیگر

Professor Patricia E Cowell is a leading figure in Cognitive Neuroscience at the University of Sheffield , affiliated with the School of Allied Health Professions, Nursing and Midwifery and the Human Communication Sciences division. She completed her PhD in Biobehavioral Sciences at the University of Connecticut and held a postdoctoral fellowship at the University of Pennsylvania Medical School. Her academic journey began with a BA in Psychology and Statistics from Boston University. Education: BA, Psychology and Statistics, Boston University (1987) MS, Biobehavioral Sciences, University of Connecticut (1990) PhD, Biobehavioral Sciences, University of Connecticut (1992) Research interests span neurocognitive plasticity, sex differences in cortical development, cerebral asymmetries, and the effects of ovarian hormones on speech and cognition. Her current projects explore: Hormonal influences on speech and language Language asymmetries in monozygotic twins Neurocognitive plasticity in apraxia of speech rehabilitation Collaborations include work with Prof Sandra Whiteside (Sheffield), Dr Jennifer Gurd (Oxford), and Prof Rosemary Varley (UCL). Her publications focus on: Mechanisms of neuroplasticity in communication disorders Sex differences in brain structure and function Menstrual cycle and menopause effects on language processing Corpus callosum morphology and interhemispheric communication Professional memberships include the Society for Neuroscience and the Organization for the Study of Sex Differences. She leads the Cognitive Neuroscience of Speech and Language research group and contributes to advanced clinical practice initiatives.

• Dyslexia Research
• Reading Comprehension
• Eye Movement Studies
• +۳ مورد دیگر

Joseph Holly is a Professor at the University of Reading, specializing in reading comprehension, neurodevelopmental disorders, and eye movement studies. His research explores dyslexia interventions, bilingual education, and cognitive processes in reading. He has collaborated extensively on studies involving autistic students, deaf learners, and children's language acquisition. Key Research Areas: Eye tracking methodologies in reading Neurodiversity and educational strategies Contextual learning in vocabulary development Inclusive practices in neurodevelopmental research Notable Contributions (2020–2025): 2025: Prioritized UK dyslexia research aligned with funding trends 2024: Explored L1 influence on L2 processing in bilingual children 2023: Analyzed contextual diversity in word learning His work bridges cognitive science and education, emphasizing practical applications for diverse learner populations. No formal awards are listed, but his collaborative projects reflect significant academic impact.

Anke Lüdelingمشاهده پروفایل

استاد

• Corpus Linguistics
• Morphology
• Learner Language Analysis
• +۳ مورد دیگر

Prof. Anke Lüdeling is a Chair of Corpus Linguistics and Morphology at Humboldt-Universität zu Berlin, leading research in register variation, corpus linguistics, and spontaneous speech analysis. She is a core member of CRC 1412 'Register: Language Users’ Knowledge of Situational-Functional Variation', coordinating projects on multilingual corpora (BeDiaCo, CoNNAR) and morphological annotation standards. Her work bridges historical, acquisition, and functional linguistics with computational methods. Research Focus: Her research spans register theory, morphological productivity, learner language analysis, and historical corpus applications. Key topics include spontaneous speech phonetics, L1/L2 register proficiency differences, and developing corpus-based tools for language education. Publications & Projects: Over 30 peer-reviewed articles (2020–2024) focus on register variation dynamics, morphological annotation, and sociolinguistic factors in speech. Active in corpus development (e.g., Falko Learner Corpus) and interdisciplinary frameworks combining qualitative/quantitative methods. Grants & Leadership: Principal investigator in CRC 1412 (DFG-funded, 2020–2026), coordinating 18 subprojects. Hosts international workshops and co-organizes conferences like LCR (Learner Corpus Research). Labs/Teams: Leads the Berlin Dialogue Corpus initiative and collaborates in developing the CoNNAR corpus for non-native register analysis. Part of the German Historical Corpus (KaJuK) pedagogical integration project.

Mohammad Javad Ahmadianمشاهده پروفایل

مدرس

• Task-Based Language Teaching and Learning
• Instructed Second Language Acquisition
• Cognitive Individual Differences
• +۷ مورد دیگر

Mohammad Javad Ahmadian is a Lecturer in TESOL at the School of Education, University of Leeds, where he has been serving since 2015. He leads the MA TESOL programme and holds key leadership roles including Head of Postgraduate Taught and School Lead for Academic Integrity. Prior to joining Leeds, he was affiliated with the University of Isfahan as a part-time lecturer, teaching fellow, and assistant professor of applied linguistics. His academic qualifications include a PhD and MA in Applied Linguistics, and a BA in English Language and Translation. He is a Fellow of the Higher Education Academy, reflecting his commitment to excellence in teaching. Dr. Ahmadian's research centers on task-based language teaching and instructed second language acquisition, with a strong emphasis on cognitive individual differences, task design, working memory, and self-repair in L2 speech. His methodological expertise spans both quantitative and qualitative research design and analysis. His publication record shows a consistent focus on task-based pedagogy, learner and teacher cognition, and the interplay between cognitive factors and language performance. Recent works highlight longitudinal investigations into task repetition, planning, and classroom implementation across diverse educational contexts. Fellow of the Higher Education Academy Editorial Board Member, RELC Journal (2015–present) Editorial Board Member, Language Learning Journal (2014–present) Guest Editor, The Language Learning Journal (2016) Convenor, BAAL Language Learning and Teaching SIG He actively supervises postgraduate researchers such as Bennama Nour El Houda and Dwi Yulianto Nugroho, and has secured leadership in curriculum development and academic integrity. He has delivered invited courses internationally, including at the University of Basque Country, and presented at institutions like UCL, Lancaster University, and Texas A&M. Dr. Ahmadian is involved in major scholarly projects, including co-editing The Cambridge Handbook of Task-Based Language Teaching with Prof. Mike Long. He also contributes as an ad hoc reviewer for top journals such as Language Learning , Studies in Second Language Acquisition , and TESOL Quarterly .

• Second Language Acquisition (SLA)
• Language Pedagogy
• Modern Foreign Languages (MFL) Education
• +۳ مورد دیگر

Gianfranco Conti is an influential academic and educator specializing in second language acquisition (SLA) and modern foreign language (MFL) pedagogy. His work focuses on practical classroom strategies rooted in cognitive and educational research, addressing challenges such as teacher behavior in online spaces, MFL curriculum design, and learner cognitive/affective barriers. He critiques traditional methods and advocates for evidence-based approaches like Extensive Processing Instruction (EPI), emphasizing structured repetition, chunking, and retrieval practice. Key contributions: Author of books like Fluency Matters and Breaking the Sound Barrier Advocate for phonics integration and scaffolding in language teaching Research on pedagogical frameworks for low-attaining schools His writing analyzes systemic issues in language education, including teacher recruitment crises, primary-secondary transition gaps, and the impact of socioeconomic factors on MFL uptake.