Math Instruction Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱-۱۵ از ۱٬۸۷۵ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Snježana Babićمشاهده پروفایل

دانشیار

Juraj Dobrila University of PulaCroatia

Snježana Babić serves as Associate Professor and Head of the Graduate Study Program Informatics - Teaching Major at the Faculty of Informatics in Pula , University of Pula. With a PhD obtained in 2016 and university affiliation since 2017, she teaches across undergraduate and graduate programs focusing on ICT fundamentals, web design, digital competencies, and informatics education methodology. Her educational background includes graduation in 1993 followed by doctoral studies culminating in 2016. Though specific institutions aren't detailed in the text, her career trajectory shows progression from foundational ICT teaching to specialized informatics education leadership. Babić's research centers on educational technology adoption with particular emphasis on programming pedagogy for young learners through the MEMA method. Her work investigates digital competencies across multiple educational contexts, from primary schools to higher education. Recent publications demonstrate rapid adaptation to emerging technologies, with 2025 studies examining ChatGPT integration in Croatian educational settings and cross-cultural applications of programming methods. Analysis of her 15 most recent publications reveals consistent focus on technology acceptance models applied to Croatian educators and students. The research trajectory shows evolution from foundational e-learning systems (2016-2020) to cutting-edge AI and robotics applications (2022-2025), maintaining strong methodological focus on teacher motivation , implementation barriers , and culturally-specific adoption factors . Her teaching portfolio demonstrates deep integration with research interests: Undergraduate: ICT Fundamentals, Web Design and Application Graduate: Digital Competencies in Education, Informatics Education Methodology, Practicum for IT Educators Cross-disciplinary: ICT in Nursing, Healthcare Informatics Babić actively contributes to institutional leadership as program head while maintaining robust research productivity. Her work bridges theoretical technology adoption frameworks with practical implementation challenges in Croatian educational contexts, particularly examining how emerging technologies like humanoid robots and AI assistants can be effectively integrated into teaching practices.

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Andrew Headمشاهده پروفایل

استادیار

University of PennsylvaniaUnited States

Andrew Head is an Assistant Professor at the University of Pennsylvania in the Computer and Information Science department. His research focuses on human-computer interaction, programming, and reading, particularly in developing technology for interactive reading and reasoning. He advises PhD students Alyssa Hwang, Hita Kambhamettu, Litao Yan, Jeffrey Tao, and Jessica Shi, and co-leads the Penn Human-Computer Interaction (Penn HCI) group with Danaé Metaxa. His work is published in top venues like ACM CHI, UIST, and ICSE. Research Interests: Andrew's work bridges interactive systems with programming environments, aiming to enhance how scientists and programmers interact with their tools. Key areas include AI-assisted code understanding, math notation accessibility, and medical note interpretation through interactivity. He employs user studies to identify needs and builds interactive systems to address them. Recent Article Trends: His publications emphasize systems-centric HCI approaches, integrating AI into code and document interfaces. Topics span code explanation (e.g., Ivie), property-based testing (e.g., Tyche), math notation augmentation (e.g., FreeForm), and medical informatics (e.g., Explainable Notes). Recent work also explores notebook environments (e.g., Bolt-on, Tyche) and literate programming (e.g., Colaroid). Scientific Awards: Distinguished Paper Award, ICSE 2024 Best Paper Awards at CHI (2024, 2023, 2022, 2019), UIST (2023, 2018), and others. Nominated for Best Paper at CHI 2023 and VL/HCC 2015. Advising & Grants: Andrew advises multiple PhD students and has secured significant grants, including a $1M NSF award for 'Property-based Testing for the People' (2024). His group collaborates with Penn’s MindCORE center and teams like PLClub and PennNLP. Labs & Teams: He co-leads the Penn HCI group, which works closely with other Penn research teams and labs. The group focuses on creating interactive tools that enhance scientific and programming workflows, supported by grants and cross-institutional partnerships.

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Elizabeth Lambertمشاهده پروفایل

مدرس ارشد

University of Texas at San AntonioUnited States

Elizabeth Lambert, Ph.D., is a Senior Lecturer in the Department of Mathematics at the University of Texas at San Antonio (UTSA), within the College of Sciences. She contributes to undergraduate and graduate education with a focus on mathematics instruction and pedagogical development. Education: Ph.D. in Math Education, Texas State University B.A. in Mathematics, Our Lady of the Lake University Her research and professional interests center on mathematics education , student learning processes , and teacher development and professional growth . These areas reflect her commitment to improving instructional practices and educational outcomes in mathematics at the collegiate level. While no publications are listed in the provided text, her work appears to align with trends in educational pedagogy, curriculum design, and faculty development in STEM disciplines. Professional Recognition: No scientific awards or honors are mentioned in the available information. Dr. Lambert advises students and contributes to academic programs in mathematics, though specific advisees or grant activities are not detailed. She plays an active role in shaping teacher preparation and ongoing professional development initiatives within her department. There is no mention of laboratory affiliations, research teams, or collaborative research groups in the provided content.

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Lauren A. Delisioمشاهده پروفایل

دانشیار

Rider UniversityUnited States

Lauren A. Delisio is an Associate Professor of Special Education at Rider University's Department of Teacher Education. She has taught graduate and undergraduate courses in special education, inclusive practices, and assistive technology since 2015. Ph.D. in Exceptional Student Education (2015, University of Central Florida) Graduate Certificate in Autism Spectrum Disorders (2012, University of Central Florida) M.S. in Teaching (2005, Pace University) B.A. in Communications (2000, Rider University) Her research focuses on universal design for learning (UDL) , assistive technology , and inclusive education practices for students with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and intellectual disabilities. She has explored trauma-informed instruction, STEM accessibility, and evidence-based practices in inclusive classrooms. Her recent publications analyze UDL implementation, video prompting for independence, and pandemic impacts on inclusive education. She has received grants through the Department of Education's Office of Special Education Programs (OSEP) for Project LEAD and served as a doctoral intern with OSEP. Delisio has contributed to STEM research via video game integration for students with disabilities and supported alumni engagement through data collection. She collaborates with service providers, universities, and policymakers to improve educational outcomes for neurodiverse learners.

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Arman Cohanمشاهده پروفایل

استادیار

Yale UniversityUnited States

Arman Cohan is an Assistant Professor of Computer Science at Yale University, affiliated with the School of Engineering & Applied Science. His research focuses on the intersection of Machine Learning and Natural Language Processing (NLP), particularly in language modeling, representation learning, retrieval systems, and applications in specialized domains such as scientific text processing. He earned his Ph.D. in Computer Science from Georgetown University and has received notable awards, including the Dr. Harold N. Glassman Distinguished Doctoral Dissertation Award (2019) and the EMNLP 2017 Best Long Paper Award. His work emphasizes ethical AI, robustness of LLMs, and interdisciplinary applications in healthcare, science, and education. Cohan's research group, the Yale NLP Lab, develops advanced techniques for multi-document summarization, adversarial fact-checking, and LLM-driven tools for scientific discovery. Recent projects include frameworks like SciBERT, Longformer, and ChemAgent, which enhance domain-specific reasoning and safety in AI systems. His publications address challenges in table reasoning, uncertainty expression, and multimodal reasoning, with applications in medical decision-making and educational problem-solving. He collaborates on initiatives like the Roberts Innovation Fund to advance AI in healthcare and environmental technology.

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Dina Verdínمشاهده پروفایل

استادیار

Arizona State UniversityUnited States

Dina Verdín serves as Assistant Professor in Engineering Education Systems and Design at Arizona State University's Polytechnic School, where she leads research on broadening participation in engineering through critical analysis of access and persistence barriers for first-generation, minoritized, and women students at intersectional identity junctions. Her educational foundation includes: Ph.D. in Engineering Education from Purdue University M.S. in Industrial Engineering from Purdue University B.S. in Industrial & Systems Engineering from San José State University Verdín's research program employs asset-based frameworks to examine how funds of knowledge and identity development influence engineering pathways. Her access strand investigates high school exposure barriers through culturally responsive activities that foster engineering interest and agency, while her persistence strand analyzes undergraduate institutional structures affecting identity negotiation and degree completion. This work centers intersectional methodologies to redefine engineering identity beyond traditional norms. Analysis of her 15 most recent publications (2020-2024) reveals consistent focus on first-generation Latinx students, classroom belonging mechanisms, and funds of knowledge applications. Her work predominantly utilizes mixed-methods approaches within Hispanic Serving Institutions, with growing emphasis on migratory student populations and critical engineering agency development. Her accolades include: NSF Graduate Research Fellowship IEEE Frontiers in Education Best Diversity Paper Award College of Engineering Outstanding Graduate Student Research Award AGEP Distinguished Scholar Award AERA Division D Top 3 In-Progress Research Verdín currently directs multiple NSF-funded initiatives including SAFE Teams (Student Asset-based Approach to Equitable Teams) and Reconceptualizing Community Cultural Wealth in engineering design. Her grants portfolio exceeds $1.3 million as PI/Co-PI, focusing on mastery learning implementation, engineering discipline disparities, and migratory student empowerment through gamified curricula. She teaches core courses in engineering statistics and research methods while mentoring graduate researchers. Her work actively shapes engineering education through community-engaged scholarship that centers student assets and challenges deficit-oriented paradigms in STEM persistence research.

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Douglas D. Readyمشاهده پروفایل

دانشیار

University of PennsylvaniaUnited States

Douglas D. Ready is an Associate Professor of Education and Public Policy at Teachers College, Columbia University , where he serves as Director of the Consortium for Policy Research in Education (CPRE-TC). His research focuses on the intersections of education policy, social policy, and educational equity, particularly how policies influence socio-demographic disparities in cognitive development. Research Interests: Ready’s work examines the structural determinants of educational equity, including school choice architecture, personalized learning, early childhood education, and the impacts of technology on instruction. He has published extensively in journals such as Educational Evaluation and Policy Analysis and Sociology of Education . Editorial Roles: Ready contributes to the academic community as a member of the editorial boards of Educational Evaluation and Policy Analysis and American Educational Research Journal . Key Projects: He has led analyses of programs like Teach to One: Math and Pre-K for All , exploring their effects on student outcomes and equity.

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Paul Taeleمشاهده پروفایل

عضو هیئت علمی

Texas A&M UniversityUnited States

Paul Taele is an Instructional Assistant Professor and Deputy Lab Director in the Sketch Recognition Lab at Texas A&M University's Department of Computer Science & Engineering. He holds a Ph.D. (2019), M.S. (2010), and dual B.S. degrees in Computer Science and Mathematics from the University of Texas at Austin (2006). His research focuses on sketch recognition, haptics, and intelligent interfaces for education and accessibility, with notable work in mid-air gesture recognition, educational sketching tools, and assistive technologies for disabilities. He has contributed to projects like Kanji Workbook , Hashigo , and HaptiMoto , and has published over 50 peer-reviewed articles across venues like CHI, IUI, and AAAI. Taele has received awards including the NSF Student Travel Grant (2014) and Ford Foundation Honorable Mention (2015). He teaches courses in capstone design, programming, and sketch recognition, and mentors students across all academic levels through strict eligibility criteria for research collaborations. Education : Ph.D. Computer Science, Texas A&M University (2019) M.S. Computer Science, Texas A&M University (2010) B.S. Computer Science & Mathematics, University of Texas at Austin (2006) Concentration in Mandarin Chinese, National Chengchi University (2007) Research Interests : Taele's work bridges HCI and AI to create accessible educational interfaces. His projects emphasize: Sketch Recognition : Developing algorithms for mid-air gestures, children's developmental assessments, and language learning Accessibility : Haptic systems for visually impaired learners and algebra education Educational Tech : Intelligent tutoring systems for music, math, and East Asian languages Awards & Grants : EAAI-20 Travel Grant (2020) Ford Foundation Dissertation Honorable Mention (2015) NSF East Asia-Pacific Summer Institutes (2013, 2012) Royce E. Wisenbaker Fellowship (2009) Lab & Teams : Director of the Sketch Recognition Lab (SRL) and collaborator with global institutions like Singapore Management University and National Taiwan University. Active in organizing workshops like SketchRec at IUI conferences.

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Kelly K. Ivyمشاهده پروفایل

استادیار

University of the District of ColumbiaUnited States

Kelly K. Ivy, Ph.D. is an Assistant Professor at the University of the District of Columbia (UDC) in the College of Arts and Sciences. Specializing in culturally responsive math teaching and urban STEM education, she contributes to teacher self-efficacy research and curriculum development. Her work bridges academic inquiry with practical applications in K-12 and higher education contexts. Doctor of Philosophy in Mathematics Education, University of Maryland, College Park Master of Education in Curriculum & Instruction, Trinity Washington University Bachelor of Science in Mathematics, Secondary Education Professional Minor, Howard University Dr. Ivy’s research focuses on urban STEM education , culturally responsive pedagogy , and equitable mathematics instruction . She emphasizes teacher self-efficacy and interdisciplinary literacy, particularly in linguistically diverse classrooms. Her publications highlight strategies for improving STEM outcomes for African American students and reflective practices in culturally relevant teaching. Recent publications (2019–2024) span topics including equitable teaching , Black female STEM perspectives , and curriculum innovation . These works employ qualitative research methods and stress cultural relevance in urban settings. Faculty Scholar of Promise Award, UDC’s College of Arts and Sciences (2024) Dr. Ivy serves as Co-Project Manager for the Katherine G. Johnson Math Teacher Training Institute (2025–Present) and has participated in the Maryland Collaborative for Research in Urban STEM Education (2020–23). Her advocacy for Black students in STEM includes presentations at national conferences and media engagements.

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Dustin Tingleyمشاهده پروفایل

استاد

Harvard UniversityUnited States

Dustin Tingley is a Professor of Government at Harvard University and holds a joint appointment at the Harvard Kennedy School of Public Policy . He serves as Interim Vice Provost for Advances in Learning and directs the Data Science and Technology Group and the Harvard Initiative on Learning and Teaching . He earned a PhD in Politics from Princeton and a BA in political science and math from the University of Rochester. Key Roles : Deputy Vice Provost (past), Chair of Harvard's Standing Committee on Climate Education Research Focus : Climate change politics, data science, causal inference, and international political economy His recent work explores the political economy of climate transitions , public opinion on carbon policies , and machine learning applications in social sciences . He co-founded ABLConnect , a repository for active learning pedagogy, and organized conferences on causal mechanisms , teaching with AI , and equitable classrooms . Awards : Gladys M. Kammerer Award (2015) for co-authored book Sailing the Water’s Edge Notable Publications : Uncertain Futures: How to Unlock the Climate Impasse (2023, with Alex Gazmararian) The Political Economy of the Clean Energy Transition (2025)

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Philip Bellمشاهده پروفایل

استاد

University of WashingtonUnited States

Philip Bell is a Professor in the Learning Sciences & Human Development at the University of Washington College of Education . He holds the Shauna C. Larson Endowed Chair in Learning Sciences and serves as Director of the Institute for Science + Math Education . Additionally, he co-directs the LIFE Science of Learning Center , focusing on equity-driven innovation in STEM education. Education : PhD and MEd in Human Development & Cognition, Science/Math Education from UC Berkeley (1998, 1996); BS in Electrical Engineering & Computer Science from University of Colorado Boulder (1989). Bell’s research emphasizes cognitive and cultural approaches to learning across diverse environments, including everyday science expertise , learning technology design , culturally expansive instruction , and large-scale educational reform . His work bridges formal and informal learning contexts , addressing equity through participatory design research. Recent research trends include culturally sustaining pedagogies , climate justice science education , and systemic equity in STEM . His team develops STEM Teaching Tools and collaborates with national networks to improve science standards and instructional coherence. Scientific Awards : Shauna C. Larson Endowed Chair in Learning Sciences. Bell mentors a diverse group of doctoral students and has advised numerous PhD/MEd graduates now in academic and research roles. His projects span K-12 STEM innovation , science communication , and equity-focused policy , including contributions to the Next Generation Science Standards . He leads the Institute for Science + Math Education and collaborates with the Research+Practice Collaboratory , Seattle/Renton school districts, and national teams to scale equitable science education.

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Angeline Lillardمشاهده پروفایل

استاد

University of VirginiaUnited States

Dr. Angeline Lillard is Commonwealth Professor of Psychology and Director of the Montessori Science Program at the University of Virginia. She leads the Early Development Lab, focusing on children's social and cognitive development, particularly Montessori education's impact on learning and wellbeing. A Fellow of AAAS, APA, and APS, she earned her BA in English Literature from Smith College and PhD in Psychology from Stanford University. Research Interests: Dr. Lillard's work bridges Montessori pedagogy with developmental psychology, analyzing how play, educational environments, and culturally responsive teaching shape child outcomes. She explores standardized testing disparities, discipline equity, and the neurobiological underpinnings of pretend play. Key themes in her 15 most recent publications include Montessori's role in reducing educational inequality, the cognitive effects of fantasy in media, and the use of multilevel modeling to assess school discipline patterns. Her research spans preschool to adult wellbeing, emphasizing self-determination theory and longitudinal data. Scientific Recognition: Awarded the Nancy Staub Award for Puppetry Research (2024) Recognized for her book with the Cognitive Development Society Book Award (2006) James McKeen Cattell Sabbatical Fellow (2005-06) Albert Bandura Graduate Research Award (2016-17) Advising and Grants: Mentored 15+ graduate students including Lee LeBoeuf and Christina Carroll. Secured IES funding for a 600-child study on public Montessori preschools and Arnold Foundation support for kindergarten data collection.

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Ann Rivetمشاهده پروفایل

دانشیار

Columbia UniversityUnited States

Science Education
Earth and Environmental Science Teaching and Learning
Inquiry and Project-Based Science Learning
+۴ مورد دیگر

Ann Rivet is an Associate Professor of Science Education at Teachers College, Columbia University, and serves as the Associate Director of the Center for Sustainable Futures. She previously held the role of Program Officer in the Directorate for STEM Education at the National Science Foundation from 2016 to 2019. Her expertise lies in science education, particularly in Earth and environmental science, curriculum design, and urban school reform. Education: Ph.D. in Science Education, University of Michigan M.S. in Science Education (Earth Science), University of Michigan Sc.B. in Physics, Brown University Research Interests: Dr. Rivet's research focuses on how students develop deep understandings of Earth and environmental science concepts. She examines the intersections of scientific reasoning, instructional design, and assessment, primarily at the middle and secondary school levels. Her current work investigates how crosscutting scientific concepts influence students’ understanding of core disciplinary ideas, and how phenomena-based instructional approaches can support learning about large-scale Earth systems. She is actively involved in supporting the adoption and implementation of the Next Generation Science Standards (NGSS) through policy and practitioner-level initiatives, including the development of free, open-source curriculum materials for middle and high school science. Publications & Trends: Her work has been published in leading journals such as Science , the Journal of Research in Science Teaching , and the American Educational Research Journal . Her publications span topics from learning progressions in science to contextualizing instruction for urban students, reflecting a deep commitment to both theoretical and applied aspects of science education. Grants & Funding: Principal Investigator, NSF: "Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System" ($982,080) Science Team Member, GE Foundation: "Harlem Schools Partnership for Science and Math Education" ($5,000,000) Co-Principal Investigator, Carnegie Foundation: "Enhancing Teacher Preparation for Adolescent Literacy" ($100,000) Co-Principal Investigator, NSF: "GSE/RES Girls’ Science Practices in Urban High Poverty Communities" ($499,334) Principal Investigator, NSF (subaward): "Developing the Next Generation of Middle School Science Materials" ($137,198) Leadership & Outreach: Dr. Rivet has led multiple federally funded projects aimed at improving science education in urban schools. She has also contributed to national policy discussions through her role at the NSF and continues to shape science education standards and practices through her research and curriculum development efforts.

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Laura Ascenzi-Morenoمشاهده پروفایل

استاد

Brooklyn CollegeUnited States

Laura Ascenzi-Moreno serves as Professor of Bilingual Education and Bilingual Program Coordinator in the Childhood, Bilingual and Special Education Department at Brooklyn College, City University of New York (CUNY), School of Education. Her academic leadership focuses on developing educators capable of serving linguistically diverse student populations through equity-centered pedagogical frameworks. Her educational foundation includes a B.A. in Anthropology and Education from Swarthmore College (1994), an M.A. in Individualized Studies in Education from Harvard Graduate School of Education (1999), New York State Permanent Certification for PreK-6 (2002), a Bilingual ESL and Teacher Leadership Program from Bank Street College (2004), and a Ph.D. in Urban Education from CUNY Graduate Center (2012). Dr. Ascenzi-Moreno's research pioneers translanguaging applications across literacy instruction, assessment, and computational learning environments. She investigates how emergent bilinguals' linguistic repertoires can transform reading development, teacher knowledge construction, and multimodal assessment practices. Her work consistently centers equity through frameworks like syncretic reasoning and accompáñamiento, challenging deficit ideologies while promoting asset-based approaches to multilingual education. Analysis of her 2020-2024 publications reveals an accelerating interdisciplinary trajectory where translanguaging principles increasingly intersect with computer science education. This evolution demonstrates strategic expansion from foundational literacy research into computational literacies, with growing emphasis on co-design methodologies and teacher agency in developing multilingual CS curricula. Her scientific recognition includes the 2024 NCTE Outstanding Elementary Educator Award, Language Arts Distinguished Article Award, and major NSF grants totaling $1.3 million for computational literacy projects. Additional honors encompass Fulbright Scholarship work in Colombia, PSC-CUNY research awards, and Westinghouse Science Talent Search distinction. As Principal Investigator of NSF-funded PiLa-CS and former CUNY-NYSIEB Associate Investigator, she secures substantial grant support while mentoring teacher candidates. Her service includes NCTE Elementary Steering Committee leadership (2022-2026), journal reviewing, and Brooklyn's New York Teacher Table participation addressing educator recruitment/retention. Dr. Ascenzi-Moreno co-directs the Participating in Literacies in Computer Science project and maintains active collaboration with NYC schools through translanguaging professional development initiatives. Her work with the CUNY-NYSIEB project established foundational frameworks now implemented across New York bilingual programs.

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Elham Kazemiمشاهده پروفایل

استاد

University of WashingtonUnited States

Elham Kazemi is a Professor of Mathematics Education at the University of Washington’s College of Education, holding the Geda and Phil Condit Endowed Chair. She specializes in elementary teacher education, instructional leadership, and equity-focused mathematics pedagogy. Her research emphasizes professional learning communities, student-centered classroom practices, and disrupting inequities in education. Education: PhD in Mathematics Education, UCLA (1999) MA in Educational Psychology, UCLA (1997) BS in Psychology (Elementary Teaching Certificate), Duke University (1992) Research Interests: Kazemi’s work focuses on equitable mathematics instruction, teacher learning, and leadership development. She designs school-wide professional development models (e.g., Math Labs) and studies classroom discourse, student disciplinary identities, and organizational learning. Key projects include the Labs Project (funded by JSMF) and RMLL (NSF-funded leader learning). Publications & Grants: Over 40 peer-reviewed articles, including work in American Educational Research Journal and Journal of Teacher Education . Co-authored influential books like Choral Counting and Counting Collections and Intentional Talk . Recipient of $5.4M+ in grants from NSF, McDonnell Foundation, and others for projects on teacher leadership and equitable instruction. Awards: 2022 AERA Open Article of the Year 2019 Outstanding Faculty Award for Educational Equity 2015 Geda & Phil Condit Professorship Advising & Leadership: Kazemi co-leads initiatives like the Leading Towards Racially Just Mathematics Instruction partnership. She has supervised numerous graduate students and collaborates with schools to implement equity-driven practices. Labs & Teams: Her work includes the Labs Project (designing Learning Labs for mathematics/literacy discussions) and the Mathematics Education Project (MEP), fostering statewide collaboration among educators.

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