جست‌وجوی استاد و پژوهشگر

• Bilingualism
• Cognitive Psychology
• Developmental Psychology
• +۵ مورد دیگر

Daniel Adrover Roig is a Full Professor at the University of the Balearic Islands (UIB), where he serves in the Department of Applied Pedagogy and Educational Psychology within the Faculty of Education. He has held several administrative positions including Vice-Dean of the Faculty of Education since 2017 and Coordinator of Admission Tests for Early Childhood and Primary Education degrees since 2019. He leads the Development, Education and Language (I+DEL) research group at UIB and serves on the Research Ethics Committee of the university. His academic background includes: 2004: Psychology Degree from the University of the Balearic Islands 2005: Teaching Aptitude Course (CAP) from the Institute of Educational Sciences 2007: Postgraduate in Teaching Techniques for the European Higher Education Area 2009: PhD in Psychology from the University of the Balearic Islands 2009-2011: Postdoctoral studies at the Montreal Geriatrics Institute in Canada Dr. Adrover Roig's research primarily focuses on how bilingualism influences human cognition, with particular interest in children with language difficulties, healthy adults, and elderly individuals without cognitive decline. His work explores the relationship between school bullying and educational needs, language difficulties, and communication. He examines how linguistic, cognitive, and temperamental foundations interact across the lifespan, with special attention to Developmental Language Disorder (DLD). His interdisciplinary approach combines clinical psychology, cognitive psychology, neuropsychology, psycholinguistics, and psychopedagogy to understand educational and emotional challenges in children with Specific Educational Support Needs. His recent publications demonstrate a strong focus on language development, bilingualism effects, school bullying, and cognitive processing in children with language disorders. The research shows consistent exploration of how bilingualism impacts executive control, the relationship between language disorders and social outcomes, and the validation of assessment tools for bullying victimization. His work spans multiple methodologies including longitudinal studies, experimental cognitive tasks, and validation of psychological instruments. His notable scientific recognitions include: The 'Jordi Perelló' award from the College of Speech Therapists of Catalonia A Flash Call in Social Sciences project grant from the 'La Caixa' Foundation in January 2022 for expanding research on cyberbullying Dr. Adrover Roig has directed numerous doctoral theses on topics related to language development, bilingualism, and educational challenges. He has served as principal investigator for two consecutive projects funded by the Ministry of Science and Innovation. His teaching portfolio includes courses in Educational Psychology, School Psychology, Developmental Psychology in School Age, and Language Disorders in Primary Education. He has also contributed to teacher training programs and research on educational guidelines and best practices. He leads the Development, Education and Language Research Laboratory (I+DELab), an interdisciplinary research group focused on psychological development across the lifespan and psychological aspects linked to education. The laboratory promotes knowledge transfer through school training activities, psychopedagogical guidance teams, early intervention programs, hospitals, and media appearances. The team comprises researchers with diverse backgrounds including clinical psychology, cognitive psychology, neuropsychology, psycholinguistics, and speech therapy.

Talinn Phillipsمشاهده پروفایل

دانشیار

• Second language writing
• Graduate student writing
• Lifespan writing research
• +۱۱ مورد دیگر

Talinn Phillips is Associate Professor of English and Director of the Graduate Writing and Research Center at Ohio University's College of Arts and Sciences. Her work spans writing studies, second language writing, graduate education, and writing program administration. She is deeply committed to supporting multilingual and graduate writers through research, pedagogy, and institutional leadership. Education: Ph.D., English (Rhetoric and Composition), Ohio University, 2008 M.A., TESOL & Applied Linguistics, Ohio University, 2002 B.S.W., Social Work, Kentucky Christian College, 1999 Her research focuses on second language writing, graduate student writing, lifespan writing research, genre studies, writing for publication, and writing centers. She examines how writers develop across their lifetimes, particularly graduate students and multilingual writers navigating disciplinary discourse communities. Her work emphasizes holistic support that integrates disciplinary knowledge, research methodology, and language development. The 15 most recent publications reveal a consistent trajectory in writing studies, with a strong emphasis on graduate and multilingual writers. Her scholarship spans books, book chapters, journal articles, and educational films. Key themes include longitudinal writing research, writing program administration, disciplinary writing support, and pedagogical strategies for global classrooms. Her recent works like Improvisations: Methods & Methodologies in Lifespan Writing Research (2024) and Supporting the Growth of Graduate Writers (2022) demonstrate innovative approaches to understanding and supporting academic writers. Talinn Phillips has been instrumental in developing the Graduate Writing and Research Center at Ohio University, which provides integrated support for graduate students' writing and research needs. Her leadership in this area reflects her commitment to addressing unmet needs in graduate education, particularly for multilingual writers who require discipline-specific and holistic support. She has advised on or led initiatives related to writing program administration, tutor training, and curriculum design. Her work with graduate writing groups, dissertation boot camps, and discipline-specific workshops has helped shape institutional support structures for graduate writers. Her research on writing center practices has informed the development of more effective services for multilingual graduate writers. Her teaching portfolio includes courses in developmental writing for non-native speakers, writing and rhetoric, women and writing, professional writing, genre studies, rhetorical theories, research methods, and writing for publication. This diverse teaching background reflects her broad expertise in writing studies and her commitment to supporting writers at all levels.

Andrea Chariseمشاهده پروفایل

دانشیار

• Health Humanities
• Medical Humanities
• Age and Aging Studies
• +۶ مورد دیگر

Andrea Charise, PhD, is Associate Professor and Associate Chair-Research in the Department of Health & Society at the University of Toronto Scarborough (UTSC). She also serves as Acting Associate Vice-Principal Research and Innovation – Strategic Initiatives & Partnerships. She holds cross-appointments in the Faculty of Medicine’s Department of Psychiatry and the Wilson Center for Research in Medical Education, and is a graduate faculty member in the Department of English and the Collaborative Graduate Program in Women’s Health at the Women’s College Research Institute. Education: BArtSc – McMaster University MA – University of Western Ontario PhD – University of Toronto Research Interests: Andrea Charise’s interdisciplinary scholarship bridges the arts, humanities, and health sciences. Her primary focus lies in Health Humanities , particularly how creative and narrative practices inform understandings of aging, disability, and wellness. She explores aging and age studies through literary and cultural texts, with a historical emphasis on Romantic and Victorian literature. Her work also encompasses disability studies , medical humanities , and science and technology studies , especially as they intersect with public health and community-based care. Her community-engaged research includes leading SCOPE: The Health Humanities Learning Lab , Canada’s first undergraduate program in Health Humanities, and directing The Resemblage Project , an award-winning intergenerational digital storytelling initiative. She also leads FLOURISH , a SSHRC-funded project exploring community arts for social wellness, and Mobilizing Arts for Health Equity , a New Frontiers in Research Fund project addressing post-pandemic health equity through mobile arts. Publications & Impact: Charise has authored or edited over 50 peer-reviewed works, including two major academic books. Her monograph The Aesthetics of Senescence (SUNY Press, 2020) was a finalist for the British Society for Literature and Science Book Prize. Her co-edited volume The Routledge Companion to Health Humanities (2020) is a foundational text in the field. Her recent articles focus on disaster preparedness in emergency medicine, intergenerational storytelling, and arts-based health education. Scientific Awards & Recognition: John Charles Polanyi Prize University of Toronto Early Career Teaching Award (2020) British Society for Literature and Science Book Prize finalist (2020) Advising & Grants: Charise has supervised numerous graduate students and trainees, including those involved in SSHRC, CIHR, and NFRF-funded projects. Her research is currently supported by: SSHRC Partnership Development Grant – FLOURISH New Frontiers in Research Fund – Mobilizing Arts for Health Equity Canada Council for the Arts Labs & Teams: She founded and directs SCOPE: The Health Humanities Learning Lab , a pedagogical and research lab at UTSC. She also leads The Resemblage Project , a digital storytelling initiative, and is Principal Investigator of FLOURISH , a collaborative research cluster focused on arts and wellness across the lifespan.

• Process-based diagnostics of reading and language skills
• Eye movements in children and adults
• Cognitive deficits of weak readers
• +۷ مورد دیگر

Sascha Schroeder is a Professor of Educational Psychology at the Georg-August University of Göttingen since 2018, where he heads the Department of Educational Psychology. Previously, he led the Max Planck Research Group 'Reading Education and Development' (REaD) at the Max Planck Institute for Human Development in Berlin from 2012-2018, following research positions at the University of Kassel, Max Planck Institute, and University of Cologne. Dr. Schroeder's research focuses on language and text psychology, with emphasis on process-based diagnostics of reading and language skills, eye movements in children and adults, and cognitive deficits of weak readers. His work in educational psychology explores digitalization of teaching and learning contexts, serious gaming, and embedded assessment. Methodologically, he specializes in linear mixed-effect models, diffusion models, reaction time distributions, and cognitive modeling. Analysis of his recent publications reveals a strong focus on morphological processing, eye-tracking research in reading development, and cross-linguistic studies. His work spans both fundamental cognitive processes and applied educational interventions, with particular attention to developmental trajectories from childhood through adulthood. The research often employs sophisticated methodologies to examine how readers process language at multiple levels. Dr. Schroeder maintains an active research program with numerous collaborations, particularly with researchers such as Tiffin-Richards, Hasenäcker, Mousikou, and Grolig. His work bridges theoretical cognitive psychology with practical educational applications, contributing significantly to our understanding of reading development and language processing.

Ingebjørg Tonneمشاهده پروفایل

استاد

• Linguistics
• Norwegian Language
• Second Language Acquisition
• +۶ مورد دیگر

Ingebjørg Tonne is a Professor of Nordic languages/Norwegian as a second language at the Department of Linguistics and Nordic Studies (ILN) at the University of Oslo. She previously served as deputy head of MultiLing, center for multilingualism (a Center for Excellence in Research funded by the Norwegian Research Council) from January 1, 2022 to May 1, 2024. Earlier, from December 1, 2015 to June 30, 2017, she was head of teaching at ILN. Her academic career spans multiple institutions including the University of Oslo, Oslo Metropolitan University (where she taught from 2002-2014), and NTNU. Tonne holds a doctorate in linguistics from the University of Oslo (2001), with a contrastive dissertation on aspect in Norwegian-Spanish-English. Her educational background prepared her for extensive work in linguistics and language education. Professor Tonne's research focuses on the relationship between grammar teaching and writing development in school students, and the interplay between linguistic factors related to reading and writing skills. She is particularly interested in grammatical contrasts between different languages and how contrastive work can contribute to increased metalinguistic awareness in students. Her methodological approaches span corpus studies, ethnographically oriented studies, interview-based research, conceptual discussions about language concepts like "mother tongue," and qualitative studies of teachers' written assessments of student texts. She has made significant contributions to understanding how grammar instruction impacts literacy development among second language learners. Her publication record shows a consistent focus on second language acquisition, particularly Norwegian as a second language, with emphasis on grammar instruction, writing development, and literacy. Over the past decade, her work has increasingly examined teacher responses to student writing, the role of literature in language education, and the conceptual frameworks that shape our understanding of language learning. Her research often bridges theoretical linguistics with practical classroom applications, demonstrating how linguistic insights can improve language teaching methodologies. Professor Tonne has supervised students in the master's program in multicultural and international education at OsloMet, focusing on sociolinguistic topics related to human rights, language rights, and the multicultural school in Norway. She was part of the "Multiplicity Project" at OsloMet, which investigated how increased reading of literature could improve students' reading and writing skills compared to ordinary textbook use. Her teaching responsibilities at the University of Oslo include courses NOAS1100, NOAS2101, NOAS2102, NOAS4101, and NOAS4103, all related to Norwegian language education. She is an active member of MultiLing, the Center for Multilingualism in Society across the lifespan, which was designated as a Center of Excellence by the Norwegian Research Council. This center brings together researchers from multiple disciplines to study multilingualism from various perspectives, including linguistic, cognitive, social, and educational dimensions. Professor Tonne's work contributes significantly to the center's focus on how multilingualism develops and functions in different societal contexts.

Christina Carnahanمشاهده پروفایل

استاد

• Autism Spectrum Disorders
• Literacy Instruction
• Communication Interventions
• +۵ مورد دیگر

Christina Carnahan is a Professor of Special Education at the School of Education , part of the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. She serves as the director of the IDD Education Center , focusing on interventions for individuals with autism and intellectual disabilities. With a Doctor of Education (2006) from the University of Cincinnati and a focus on literacy and communication interventions, her work emphasizes structured work systems , technology integration , and virtual coaching for teachers. Literacy instruction for neurodiverse learners Autism spectrum disorder educational strategies Teacher professional development STEM accessibility for individuals with disabilities Her research includes 15 recent publications spanning topics like interactive books (2009), personal narrative interventions for adults with autism (2023), and technology-supported literacy (2011). She has secured multiple grants, including Federal NSF funding for inclusive STEM workforce development and Ohio state grants for developmental disability support programs. Dr. Carnahan has delivered over 30 invited presentations across the U.S., addressing literacy for students with significant disabilities in Ohio (2011), technology supports for ASD learners in Maryland (2012), and university-school professional development collaborations in North Carolina (2009). She co-authored two key texts: Quality Literacy Instruction for Learners with Autism Spectrum Disorder and Facilitating Evidence Based Practice for Students with ASD , establishing herself as a leading voice in inclusive education.

• Māori Language
• Language Revitalization
• Linguistic Change
• +۴ مورد دیگر

Professor Jeanette King serves as Associate Dean (Academic) in the Faculty of Arts and holds a professorship at the Aotahi School of Maori and Indigenous Studies at the University of Canterbury. She leads the Diversity theme at the New Zealand Institute of Language, Brain and Behaviour (NZILBB), where she conducts interdisciplinary research. She earned her PhD from the University of Canterbury in 2007 and is fluent in Māori. Her research focuses on Māori language revitalization, linguistic change, and indigenous knowledge systems. Key projects include: MAONZE: Investigating pronunciation shifts in Māori over time Tuhinga Māhorahora: Analyzing children's writing in Māori immersion schools Proto-lexicon research: Examining implicit Māori language knowledge in non-speakers Intergenerational Transmission of Minority Languages: Collaborative research on language preservation factors Her work bridges linguistics, education, and indigenous epistemology. Professor King's publications demonstrate consistent focus on Māori language dynamics, with recent emphasis on: Implicit language knowledge acquisition across the lifespan Lexical development in revitalization contexts Indigenous methodologies in linguistic research Cross-cultural communication frameworks Psycholinguistic aspects of endangered languages She actively mentors graduate researchers, having supervised over 25 students on topics including Māori language pedagogy, cultural reclamation, and indigenous research methods. Current grants support her work on: 'A real-world example of implicit grammar learning' (2024-2027) 'Te reo Maori vowel sequences within and across morpheme boundaries' (2023-2026) At NZILBB, she collaborates with interdisciplinary teams investigating language-brain-behavior relationships and maintains international partnerships in indigenous language revitalization research.

• Writing Development
• Writing Assessment
• Writing and Education Policy
• +۱ مورد دیگر

Jeremy Levine is an Assistant Teaching Professor in the Department of English at Wake Forest University, specializing in writing development and education policy. Education: PhD & MA, University of Massachusetts Amherst BA, Clark University His research examines writing assessment frameworks, genre theory applications, and policy impacts on writing education. Recent publications analyze grading methodologies and lifespan writing research.

Bridget Leeمشاهده پروفایل

استادیار

• Educational Drama
• Literacy Education
• K-12 Pedagogy
• +۳ مورد دیگر

Bridget Lee is an Assistant Professor in the Department of Health & Human Development at the University of Pittsburgh's School of Education. Her research focuses on drama-based pedagogies, literacy education, and cognitive development across K-12 settings. She employs meta-analytic and interdisciplinary approaches to investigate how theatrical and performative methods enhance student motivation, social understanding, and academic outcomes. Her work also addresses teacher training, special education, and community-driven educational practices, such as those developed in response to crises like Hurricane Katrina. Lee’s research emphasizes the integration of drama into curricula to foster creativity, critical thinking, and inclusivity. She has collaborated with teaching artists and schools to design professional development programs that empower educators to adopt innovative teaching strategies. Her studies often highlight the transformative potential of arts-based interventions in both traditional and non-traditional learning environments. Her publications span topics from the cognitive benefits of theory of mind exercises to the motivational impacts of Shakespearean rehearsal practices. She advocates for incremental yet systemic changes in classroom practices through evidence-based pedagogy. Lee holds a strong commitment to bridging research and practice, particularly in underserved educational contexts.

Gia Merloمشاهده پروفایل

استاد بالینی

• Lifestyle Medicine
• Lifestyle Psychiatry
• Medical Professionalism
• +۱۷ مورد دیگر

Gia Merlo is a Clinical Professor of Nursing and Psychiatry at NYU Grossman School of Medicine and serves as Senior Advisor on Wellness. She is also an Adjunct Faculty member at Johns Hopkins University School of Education. Her academic affiliations include leadership roles in the American College of Lifestyle Medicine (ACLM), where she chairs the Mental and Behavioral Health Member Interest Group, and service on the boards of Plant-Powered Metro of New York and the Global Positive Health Institute. MD – Nagarjuna University MBA – Temple University MEd – Johns Hopkins University Dr. Merlo’s research and clinical work focus on lifestyle psychiatry, physician wellness, and the integration of lifestyle medicine into mental health care. Her work emphasizes the six pillars of lifestyle medicine—nutrition, physical activity, sleep, stress management, social connection, and avoidance of risky substances—with a particular interest in the gut-brain axis, neuroplasticity, and emotional resilience. She has pioneered the application of lifestyle principles in medical professionalism and pre-professional education. Her recent publications explore the expanding field of lifestyle psychiatry, including the role of connectedness, nutrition, and environmental factors in mental health. She has authored influential books such as Principles of Medical Professionalism and Lifestyle Nursing , and is currently working on several upcoming textbooks. Her editorial role as Associate Editor of the American Journal of Lifestyle Medicine underscores her leadership in the field. Master Teacher Fellowship, Baylor College of Medicine (2019) Houston’s 50 Most Influential Women (2018) Favorite Professor Award, Rice University (2017) Fellowship, American Psychoanalytic Association (1997) Dr. Merlo has advised and mentored premedical and medical students throughout her career, particularly through curricula focused on professionalism and identity formation. She has received research and educational grants supporting lifestyle medicine integration and has led initiatives in interprofessional education. She is actively involved in clinician wellness programs and institutional implementation of lifestyle medicine through frameworks like RE-AIM. She leads and collaborates with research teams focused on lifestyle interventions in mental health, particularly in PTSD, bipolar disorder, and substance use. Her lab and scholarly work integrate neuroscience, behavioral medicine, and public health to develop sustainable, evidence-based models for mental and physical well-being.

Bethanne Shrinerمشاهده پروفایل

استاد

• Child Development
• Child Guidance
• Parent Education
• +۴ مورد دیگر

Bethanne Shriner is a Professor and Program Director for the Human Development and Family Studies Customized Instruction program at the University of Wisconsin-Stout's College of Arts & Human Sciences. She oversees internships for the HDFS program and specializes in child development, child guidance, indulgent parenting, social media in college learning, and adult education. Her career includes prior roles as an Assistant Professor at Indiana State University and Senior Study Director at Westat, where she worked on the National Children’s Study. She holds a Ph.D. in Human Science from Florida State University, an M.S. and B.S. in Applied Family and Children's Study/Child Development from Northern Illinois University. Shriner co-authored 5 textbooks on children’s socialization, lifespan development, and academic writing. She has presented nationally and internationally, focusing on improving online learning for returning adults. Her expertise spans child and adolescent development, parent education, and online pedagogy. Scientific Awards: Certified Family Life Educator (National Council on Family Relations) Shriner balances her academic work with family time, including visits to Disney World, and enjoys reality TV and romance novels.

Erin Binkleyمشاهده پروفایل

دانشیار

• Advocacy
• Social Justice
• Crisis Counseling
• +۷ مورد دیگر

Erin Binkley is an Associate Professor in the Department of Counseling at Wake Forest University since 2014. She specializes in advocacy, social justice, crisis counseling, and creative approaches to counselor education. PhD in Counselor Education and Counseling from Idaho State University MA in Counseling from Wake Forest University Her research focuses on social justice advocacy, trauma healing, and innovative pedagogical methods in counseling. Selected recent publications explore topics like school counselor advocacy, social media interventions for adolescents, and EMDR therapy applications. Notable awards include the 2024 NCCA Professional Writing and Research Award , WFU Information Systems Grant (2020) , and the 2014 Chi Sigma Iota Outstanding Research Award . She has received multiple grants and nominations for teaching excellence. Dr. Binkley is actively involved in professional service, including roles as Wake Forest University School Counseling Graduate Program Co-Director (2024-present) and reviewer for journals and institutions. She provides EMDR therapy and talk therapy for clients dealing with trauma, abuse, and life transitions.

Claire Barlowمشاهده پروفایل

مدرس ارشد

• Developmental Psychology
• Children’s Cognitive Development
• Expressive Drawing
• +۳ مورد دیگر

Claire Barlow is a Senior Lecturer and Course Director in the Department of Psychology at Staffordshire University, part of the Health, Education, Policing and Sciences faculty. She holds a BSc (Hons) in Psychology (First Class, 1998), a PhD in Developmental Psychology (2002), and a Postgraduate Certificate in Professional and Higher Education (2005). She became a Fellow of the Higher Education Academy in 2013. Her research focuses on developmental psychology, particularly children’s drawings and their application in cognitive development, eyewitness testimony, and educational contexts. Notable projects include optimizing drawing techniques to enhance children’s memory recall and investigating the impact of birth season on academic confidence. She has collaborated on studies exploring expressive drawing abilities in autistic children and the role of drawings in crisis contexts (e.g., the coronavirus pandemic). Teaching responsibilities include leading modules such as 'Growing and Changing' and supervising final-year projects. She also serves as Link Tutor for the BSc (Hons) Psychology with a Foundation Year program, overseeing quality assurance and student guidance. Recent publications address relative age effects on psychosocial development and innovative assessment feedback tools in higher education. Her work bridges theoretical research with practical educational and forensic applications.

Katharine Tillmanمشاهده پروفایل

استادیار

• Cognitive Development
• Psychology of Time
• Language Acquisition
• +۵ مورد دیگر

Katharine Tillman is an Assistant Professor in the Department of Psychology at the University of Texas at Austin, affiliated with the College of Liberal Arts. She holds a Ph.D. in Psychology from the University of California, San Diego (2017). Her research focuses on cognitive development, particularly how children acquire abstract concepts like time, language, and causality. She directs the Austin Thought Lab, exploring the interplay of language, culture, and perception in shaping children’s understanding of time and other foundational concepts. Dr. Tillman teaches courses such as Introduction to Developmental Psychology (PSY 333D) and a Graduate Writing Workshop (PSY 394S), emphasizing asynchronous and online learning formats. Her work highlights developmental stages in children’s grasp of temporal concepts, spatial metaphors, and crosslinguistic variations in time-word acquisition. Recent studies address topics like causal asymmetry between past and future events and the impact of language on social beliefs about mental illness. Her research agenda includes projects on color, number, and causality learning, often employing experimental designs to trace how cultural tools like language scaffold abstract thinking. The Austin Thought Lab serves as a hub for investigating these questions through empirical studies with children and cross-cultural comparisons.

Sue Ann Sistoمشاهده پروفایل

استاد

• Rehabilitation Science
• Gait Biomechanics
• Spinal Cord Injury Recovery
• +۴ مورد دیگر

Sue Ann Sisto is Chair Professor in the Department of Rehabilitation Science at the University at Buffalo's School of Public Health and Health Professions. Previously, she served as Professor of Physical Therapy at Stony Brook University (2007-2022), where she directed the Rehabilitation and Movement Sciences concentration and founded the Rehabilitation Research and Movement Performance (RRAMP) Laboratory. Her research focuses on gait biomechanics across the lifespan, spinal cord injury recovery, and caregiver dynamics. PhD, Physical Therapy, New York University (1996) MA, Physical Therapy/Pathokinesiology, New York University (1985) BS, Physical Therapy, St. Louis University (1979) Her scholarship emphasizes 3D movement analysis, neuromodulation techniques, and community-based interventions to improve quality of life for individuals with spinal cord injuries. Recent work explores high-intensity interval exercise effects on autonomic function and cognitive recovery post-SCI. Dr. Sisto has pioneered rehabilitation protocols incorporating electrical stimulation and locomotor training, with applications for both clinical and occupational therapy contexts. Scientific contributions include: First physical therapist named ACRM Fellow (2012) ACRM President (2013-2015) Her Google Scholar publications (2017-2025) highlight expertise in locomotor training, spinal electromagnetic stimulation, and biomechanical assessment tools. Current affiliations include membership in the American Physical Therapy Association, American Congress of Rehabilitation Medicine, and Society for Neuroscience.