جست‌وجوی استاد و پژوهشگر

Randy G. Floydمشاهده پروفایل

استاد

• Assessment of Cognitive Abilities
• Academic Achievement in Reading, Mathematics, and Writing
• Professional Publication Processes
• +۳ مورد دیگر

Randy G. Floyd, Ph.D., is a Professor and Chair in the Department of Psychology at the University of Memphis. His research focuses on psychological assessment techniques, cognitive abilities, and professional publication processes in school psychology. He holds a Ph.D. from Indiana State University, an M.Ed. from the same institution, and a B.A. from Hendrix College. Dr. Floyd is a Fellow of the American Psychological Association Division 16 and has received prestigious awards, including the University of Memphis Distinguished Teaching Award. He has authored/co-authored over 80 publications, including key texts like Handbook of University and Professional Careers in School Psychology and School-Based Observation: A Practical Guide to Assessing Student Behavior . His editorial roles include serving as Editor-in-Chief of the Journal of School Psychology and on editorial boards for Journal of Psychoeducational Assessment and others. He teaches courses on measurement theory, psychoeducational assessment, and child psychology. Dr. Floyd actively contributes to diversity initiatives, including the Department of Psychology’s Diversity Committee and the Society for the Study of School Psychology.

Vincent Genareoمشاهده پروفایل

دانشیار

• Educational Assessment
• Program Evaluation
• Research Methodologies
• +۳ مورد دیگر

Dr. Vincent Genareo is an Associate Professor in Early and Elementary Education and Associate Dean of the Seidel School of Education at Salisbury University. He holds a PhD (2013) from the University of North Dakota, an MS (2009) from the University of Mary, and a BS (2007) from Minot State University. His expertise spans assessment methodologies, program evaluation, and research design, with a focus on teacher education and STEM initiatives. Genareo’s research emphasizes innovative educational assessment systems, problem-based learning, and strategies to enhance student engagement in mathematics and science. He has contributed to algebra screening tools, inclusive education practices, and collaborative learning models in K-12 and higher education settings. His work often bridges theory and practice through partnerships with schools, universities, and professional organizations. As an Associate Dean, he oversees academic affairs in the Seidel School of Education, driving institutional initiatives related to teacher preparation and program evaluation. His professional service includes roles as an assessment specialist, grant collaborator, and presenter at national conferences. Key areas of impact include rural education policy, oil-boom community responses, and faculty-student collaborative projects.

Kevin Eaganمشاهده پروفایل

دانشیار

• Higher Education Policy
• STEM Education
• Student Retention
• +۳ مورد دیگر

Kevin Eagan is an Associate Professor in the Department of Education at the University of California, Los Angeles (UCLA). He serves as Interim Director of the Cooperative Institutional Research Program (CIRP) and Director of the Higher Education Research Institute (HERI). His work focuses on advancing understanding of STEM education, student retention, and institutional contexts influencing academic success. Eagan holds a Ph.D. from UCLA (2010), an M.S. from North Carolina State University (2006), and a B.S. from Greensboro College (2004). His research expertise includes advanced quantitative methods, assessment in education, and policies related to part-time faculty. He has contributed to national surveys like the American Freshman and led studies on undergraduate STEM retention, faculty teaching practices, and diversity initiatives. Eagan’s work emphasizes bridging research and practice to improve educational outcomes, particularly for underrepresented groups in STEM fields. Key Awards: Young Academic Fellow (Institute for Higher Education Policy & Lumina Foundation) Key Roles: Director of HERI, Interim Director of CIRP, Principal Investigator on NIH BUILD grants Labs/Teams: HERI research teams focusing on national surveys and longitudinal studies Eagan’s publications address STEM instructional practices, student identity development, and the impact of mentorship programs. He advocates for evidence-based reforms in higher education policy and curriculum design, emphasizing equity and inclusivity in academic environments.

Yuval Kalishمشاهده پروفایل

استاد

• Leadership Development
• Social Network Analysis
• Organizational Behavior
• +۴ مورد دیگر

Professor Yuval Kalish holds the Chair of Leadership, Networks, and Organizations at WHU Otto Beisheim School of Management. Previously, he served as faculty at Tel Aviv University's Coller School of Management (2008–2022) and as Academic Director for their MBA and Executive MBA programs. He is a founding CEO of Kalish Training and Development Ltd. and co-founder of StepAhead, focusing on leadership and organizational development. Education: Bachelor of Arts (Honors) in Psychology, Hebrew University, Jerusalem (1993–1998) Master's and PhD (cum laude) in Psychology, University of Melbourne (1999–2006) Postdoctoral studies in Sociology, Hebrew University (2007) Research interests center on charisma in leadership, political skill's role in networking, and perceptual accuracy's impact on organizational outcomes. His work bridges psychology, sociology, and management. Notable awards include Tel Aviv University's '100 Best Lecturers' and the I2 Most Cited Paper Award for social network research. His publications span leadership emergence, network analysis, and organizational creativity. Professional activities include academic leadership roles (e.g., MBA program director at WHU), entrepreneurship, and advisory work in education and corporate training. He maintains active labs/teams through his companies, focusing on leadership development solutions.

Rhonda Millerمشاهده پروفایل

دانشیار

• Special Education
• Bilingual Education
• Culturally Responsive Teaching
• +۴ مورد دیگر

Rhonda Miller serves as an Associate Professor in the Department of Education within the College of Education and Social Sciences at Coastal Carolina University, maintaining regular office hours for student consultations both in-person and online. Her academic credentials include: Ph.D. in Special Education (specializing in learning disabilities) from Clemson University Master’s degree in Special Education from Clemson University Dr. Miller's research focuses on English Language Learners with or at-risk for disabilities , culturally responsive education practices , and literacy and language development . She investigates intersections between bilingual education and special education, developing practical strategies for educators working with culturally and linguistically diverse students who may have learning challenges. Her work emphasizes evidence-based interventions that respect students' cultural backgrounds while addressing academic needs. Analysis of her 15 most recent publications (2014-2024) reveals consistent themes in special education for English learners, including culturally responsive teaching methods, disproportionate discipline issues for Latinx students with disabilities, and technology-enhanced interventions like Content Acquisition Podcasts. Key trends show progression toward practical classroom applications, with increasing emphasis on self-determination strategies and family engagement for diverse student populations. No scientific awards were documented in the provided sources. While specific advising records and grant funding details are unavailable, Dr. Miller's professional background includes 14 years of K-12 teaching across multiple subjects and settings, plus four years as an educational evaluator for special education referral teams. Her ongoing involvement in Project BICYCLES suggests active collaboration in bilingual special education initiatives.

Georgina Nuttonمشاهده پروفایل

مدرس ارشد

• Early Childhood Education
• Educational Policy Development
• Program Evaluation
• +۷ مورد دیگر

Dr. Georgina Nutton is a Senior Lecturer in Education at Charles Darwin University’s Faculty of Arts and Society. She specializes in early childhood and primary education programs, particularly in remote, regional, and disadvantaged contexts. Her work emphasizes social justice, equity, and evidence-based policy design, with a focus on program fidelity and community engagement. She has led major research initiatives for the Northern Territory Government and Menzies’ Centre for Child Development and Education, addressing challenges in Indigenous education reform, mobile preschool efficacy, and international collaborations in Timor-Leste. Research Interests Dr. Nutton’s research spans early childhood interventions, school readiness, teacher professional development, and policy implementation. Her work integrates health, child protection, and community services to drive systemic change. Notable contributions include evaluations of the Mobile Preschool Program in remote Aboriginal communities and the Transforming Indigenous Education reforms in the NT. Internationally, she co-led capacity-building projects in Timor-Leste to enhance preschool teacher quality and research skills. Projects & Grants Recent projects include the CDU-funded Self-regulation and executive function project and the Learning Outcomes Study for school readiness in Timor Leste (2024–2025). She co-led the 2021 ShiftEd: Lewis Deep Democracy in Education grant to explore democratic pedagogical approaches. Her collaborations include the Sanderson Alliance Collective Impact initiative, which integrated community-led data-driven strategies to address domestic violence and educational equity. Awards & Recognition While no specific awards are cited, her contributions to policy advisory roles (e.g., NT Early Childhood Education Advisory Group) and impactful publications (e.g., PLoS One, Frontiers in Education) highlight her scholarly and community influence. Her work has been referenced in policy documents and media outlets.

Albrecht Schmidtمشاهده پروفایل

استاد

• Human-Computer Interaction
• Ubiquitous Computing
• Media Technology
• +۵ مورد دیگر

Prof. Albrecht Schmidt holds the Chair of Human-Centered Ubiquitous Media at Ludwig Maximilian University of Munich (LMU), part of the Faculty of Mathematics, Informatics and Statistics. His academic career spans roles at leading institutions including the University of Stuttgart, University of Duisburg-Essen, and Bonn University. He specializes in human-computer interaction, focusing on enhancing human capabilities through digital technologies. His research bridges cognitive science, AI, and ubiquitous computing, with notable projects on AR/VR interfaces, robot interaction, and smart home privacy solutions. Education: PhD in Computer Science (Lancaster University, 2003), Diplom in Informatik (University of Ulm, 1999). Recognized as a Leopoldina member (2020) and ACM SIGCHI Academy member (2018). Research interests include AI-driven human augmentation, privacy-aware smart systems, and ethical implications of generative AI. Key projects include ERC-funded AMPLIFY (2016) exploring perception enhancement, DFG's SFB-TRR161 on visual computing, and EU's HumaneAI on human-centric AI. Publications span over 600 works in top venues like CHI, UbiComp, and IEEE Pervasive Computing. Current initiatives focus on LLM integration in HCI, tangible privacy controls, and AI bias mitigation in data annotation.

Markus Scholzمشاهده پروفایل

استاد

• Special Education
• Supported Communication
• Inclusive Education
• +۳ مورد دیگر

Prof. Dr. Markus Scholz is a faculty member at Ludwigsburg University of Education, affiliated with the Faculty of Special Education and the Department of Special Education. He holds the academic rank of Professor and is actively involved in research and teaching related to supported communication, educational diagnostics, and inclusive education. His work emphasizes developing diagnostic tools like the BKF-R (Observation Sheet for Communicative Skills) and creating inclusive learning materials for children with diverse needs. Research interests include cognitive development in children with disabilities, digital communication interfaces, and the design of educational tools for heterogeneous learning groups. Prof. Scholz has been a nominee for the 2019 Polytechnik Prize for his project 'NachHLtig,' focusing on sustainable and inclusive educational practices. He has contributed to over 50 peer-reviewed publications, co-authored influential textbooks, and delivered keynotes at international conferences. His research also explores working memory profiles in students with learning difficulties, the efficacy of pictorial symbols in mathematics education, and environmental education strategies for inclusive settings. Prof. Scholz leads interdisciplinary projects, such as 'Communication, Learning, and Working Memory,' and collaborates with institutions like the University of Koblenz-Landau. He is a sought-after workshop leader on qualitative research methods and supported communication. Awards: Nominee for the 2019 Polytechnik Prize Grants: Multiple projects funded by the German Research Foundation (DFG) and the Federal Environmental Foundation (DBU) Labs/Teams: BKF-R Project Team, Environmental Education and Inclusion Initiative

Stefanie Jungمشاهده پروفایل

استاد

• Speech Therapy
• Educational Technology
• Neuropsychology
• +۳ مورد دیگر

Prof. Dr. Stefanie Jung is a Professor of Speech Therapy at Trier University of Applied Sciences, where she also leads the Bachelor’s program in Speech Therapy. Her academic journey includes vocational training as a speech therapist (2006), a diploma in Teaching and Research Speech Therapy from RWTH Aachen University (2010), and studies at the University of Strathclyde, Glasgow (2009). Her research focuses on the impact of digital technologies on language and numerical skill development, particularly in children with developmental disorders. She has coordinated the Neuro-cognitive Plasticity junior research group at the Leibniz Institute for Knowledge Media (IWM) and currently explores (re-)learning processes in linguistic and numerical skills within evolving media contexts. Education: Vocational Training in Speech Therapy, 2006 Diploma in Teaching and Research Speech Therapy, RWTH Aachen University, 2010 Studies at University of Strathclyde, Glasgow, UK, 2009 Research Interests: Digital technologies in early literacy and numeracy Cognitive and neuropsychological foundations of language and number processing Interdisciplinary approaches to speech therapy, especially in aging populations Her work emphasizes translational research, bridging clinical practice and technological innovation. Notable projects include Computers in Early Literacy and Talking Numbers , examining how digital tools influence learning outcomes. She actively contributes to speech therapy education and policy, including initiatives like the European Speech Therapy Day 2025, advocating for language-rich environments for children. Her publications span topics like dysphagia management, numerical cognition deficits, and the interplay between writing medium and learning. She is affiliated with the Language and Cognition lab and collaborates on projects such as DaTreFo and Therapie: Fit für die Zukunft .

Tricia K. Stricklandمشاهده پروفایل

استاد

• Special Education
• Mathematics Education
• Disabilities Studies
• +۳ مورد دیگر

Tricia K. Strickland is a Professor of Education and Program Coordinator for Elementary & Special Education at Hood College. With over 25 years of experience, she specializes in instructional practices for students with disabilities, particularly in mathematics within general education settings. She previously taught middle/high school students with diverse learning needs and worked in residential facilities for children with emotional/behavioral disorders. Ph.D., University of Maryland M.Ed., George Mason University B.A., University of Baltimore Her research focuses on enabling students with disabilities to access and succeed in the general curriculum, emphasizing evidence-based interventions and inclusive strategies. She actively contributes to teacher training and special education policy. No scientific awards or grants are explicitly mentioned in the provided text.

Paula Ganzeveldمشاهده پروفایل

دانشیار

• Special Education
• Educational Research Methods
• Classroom Management
• +۳ مورد دیگر

Paula Ganzeveld is an Associate Professor of Education at Mount Mercy University, serving as the undergraduate program coordinator for the Education department. She joined the institution in Fall 2009 with extensive experience as a special education teacher and instructional coach at schools including Williamsburg High School and Prairie Ridge Elementary. Education: PhD in Special Education (University of Iowa) MA in Educational Measurement and Statistics (University of Iowa) MAE in Literacy Education (University of Northern Iowa) BS in Elementary Education (Iowa State University) Her research interests focus on special education pedagogy, evidence-based classroom management techniques, and the application of statistical methods in educational research. She holds multiple Iowa teaching endorsements, including K-6 Elementary Education, K-12 Reading Specialist, and K-8 Mathematics. Ganzeveld is actively involved in professional organizations, serving as a member of the Council for Exceptional Children (CEC) and the Learning Disabilities Association (LDA). Outside academia, she and her husband engage in dog sports like agility competitions and volunteer with a local dog club.

• Special Education
• Teacher Training
• Post-Secondary Transition Planning

Dr. Sara Taylor is Assistant Professor specializing in Special Education at Northwest Missouri State University. Her research investigates strategies for developing post-secondary skills in students with learning disabilities. Teaching includes functional communication curriculum and mathematical instruction methods for diverse learners. Professional background spans K-12 special education administration and traumatic brain injury interventions. Dissertation research identified instructional gaps in transition planning for high school students with Specific Learning Disabilities (SLD).

• Learning Disabilities
• Educational Psychology
• Developmental Psychology
• +۴ مورد دیگر

Juan E Jiménez is a Professor of Learning Disabilities at the University of La Laguna. His research focuses on understanding and addressing learning challenges in children and adults, particularly in the areas of dyslexia, mathematical learning disabilities, and educational interventions. He has contributed extensively to the development of screening tools and evidence-based interventions targeting foundational literacy and numeracy skills. His work emphasizes cross-cultural studies, teacher education, and the application of technology in learning. Key research themes include phonological processing in reading disabilities, the efficacy of Response to Intervention (RTI) programs, and the impact of health habits on academic performance. While no formal awards are listed, his research demonstrates a strong commitment to open access publishing, with a significant portion of his work freely available under open licenses. His publications span journals such as Psychology in the Schools , Reading and Writing , and Annals of Dyslexia , reflecting his interdisciplinary focus on educational psychology, developmental disorders, and special education. Though no specific grants or advising roles are detailed, his research repeatedly addresses practical classroom applications of theoretical findings, suggesting a focus on bridging academic research and educational practice.

• Inclusive Education
• Learning Difficulties
• Hospital Pedagogy
• +۳ مورد دیگر

Begoña De la Iglesia Mayol is a Professor in the Department of Applied Pedagogy and Educational Psychology at the University of the Balearic Islands (UIB), serving as Vice Dean of the Faculty of Education. She holds a doctorate in Educational Sciences and a Master’s in Services and Programs for Persons with Disabilities. Her teaching spans Primary Education and Pedagogy degrees, as well as Master’s programs in Inclusive Education and Teacher Training. Her research focuses on inclusive education, learning difficulties, hospital pedagogy, and the use of art and music to address diversity. She is a member of the GREID (Research Group on Inclusive Education and Diversity), leading competitive projects addressing students in disadvantaged situations. She has earned six-year research recognition and five-year teaching recognition, publishing indexed articles in JCR, books, and presenting at national/international conferences. Her recent articles emphasize peer feedback in teacher development, inclusive practices for children with rare diseases, and music/art integration in education. She actively collaborates with schools, providing training on reading/writing/mathematics challenges and pedagogical strategies. Begoña’s academic contributions span over two decades, with a focus on bridging theoretical research and practical educational interventions. She coordinates teaching and research activities in Mallorca, Menorca, and Ibiza, specializing in practical training for educators through externships and thesis supervision.

Rachel Collumمشاهده پروفایل

پژوهشگر ارشد

• Neonatal Care
• Developmental Psychology
• Autism Spectrum Disorders
• +۷ مورد دیگر

Rachel Collum is a Research Fellow at the University of Sunderland’s School of Psychology, focusing on neonatal care and developmental psychology. Her work bridges academic research with practical applications in Family Integrated Care (FICare) and neurodiverse populations, particularly autism and Williams syndrome. She teaches modules such as PSY271 Skills for Life and PSY266 Investigating Complex Issues in Psychology , and leads BSc (Hons) Clinical Psychology as route leader. Her research examines Family support models in neonatal units Long-term developmental outcomes for preterm infants Preterm identity in young people/adults Social-cognitive profiles in neurodiverse populations She collaborates with charities like Tiny Lives and Lady Sarra Hoy, holding a UKRI grant for co-producing creative methods to study preterm identity. Key trends in her publications include neonatal care innovation , neurodiverse developmental trajectories , and parental mental health . Her work spans clinical psychology, educational psychology, and social-cognitive research, with a focus on real-world healthcare and educational applications. Rachel’s professional activities include Deputy Chair of the Psychology Department Athena Swan committee Developing standardized assessments (ADOS II, ADI-R) Advocacy for parental co-production in neonatal ethics She took maternity leave from February 2023 to January 2024.