جست‌وجوی استاد و پژوهشگر

• Educational Technology
• Informatics Education
• Programming Pedagogy
• +۳ مورد دیگر

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.

Yuuko Uchikoshi Tonkovichمشاهده پروفایل

استاد

• Early Childhood
• Multilingual Learners
• Bilingualism and Bilingual Education
• +۱۲ مورد دیگر

Yuuko Uchikoshi Tonkovich is a Professor at the School of Education, University of California, Davis, where she has served since 2004, advancing from Assistant to Associate and then to full Professor. Her work centers on language and literacy development in young dual language learners, with a focus on bilingualism, early literacy, and the role of family and media in language acquisition. Her research interests include: Early Childhood Development Multilingual Learners and Bilingual Education Language Acquisition and Literacy Parent-Child Interaction and Home Language Environment Quantitative Analysis of Educational Outcomes Educational Television and Multimedia Her recent publications span topics such as cognitive distancing in parent-child reading, morphological awareness in bilingual readers, and the impact of teacher language use in multilingual classrooms. The research consistently emphasizes longitudinal, cross-cultural, and interdisciplinary approaches, particularly focusing on Chinese American and Mexican American immigrant families. Her scientific awards include: AERA Vocabulary SIG Notable Vocabulary Researcher Award (2025) Foundation for Child Development Young Scholars Program Grant International Reading Association Dissertation Fellowship and Finalist Award Harvard Graduate School of Education Fellowships She has advised numerous research projects and secured significant funding from NIH/NICHD, the Foundation for Child Development, and other organizations. She teaches courses such as Language Development, Early Literacy, and Research on Text Comprehension. She is actively involved in national initiatives, serving on the Technical Advisory Group for the First 5 California Dual Language Learner Study and as Associate Editor of Applied Psycholinguistics . She leads the Language & Literacy Development Lab at UC Davis, which investigates the cognitive, linguistic, and socio-emotional development of dual language learners.

Sara Hennessyمشاهده پروفایل

استاد

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +۴ مورد دیگر

Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .

Laura Ascenzi-Morenoمشاهده پروفایل

استاد

• Bilingual Education
• Translanguaging
• Biliteracy
• +۷ مورد دیگر

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.

Gladis Kersaintمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Education
• Educational Technology
• +۲ مورد دیگر

Dr. Gladis Kersaint is Vice Provost for Strategic Initiatives and Professor of Mathematics Education at the University of Connecticut's Neag School of Education. Previously serving as Dean from 2016 to 2021, she led initiatives that maintained the school's top-20 ranking, raised over $10 million for scholarships, and enhanced diversity. Her academic background includes a Ph.D. in Mathematics Education from Illinois State University, an M.S. in Education from the University of Miami, and a B.S. in Mathematics from the same institution. Her research focuses on mathematics education, teacher preparation, educational technology, rural women's development, and diversity initiatives. She has secured approximately $30 million in grants from NSF, DOE, and Florida DOE, supporting collaborative STEM projects involving school districts and university faculty. Dr. Kersaint has published extensively on topics including multilingual mathematics education, technology integration, and teacher retention. Her scholarship demonstrates consistent focus on improving educational outcomes through innovative pedagogical approaches and systemic reforms. She serves on national boards including the National Council of Teachers of Mathematics and the American Association of Colleges for Teacher Education. Prior to academia, she taught high school mathematics in Miami-Dade County Public Schools.

Janet Walkoeمشاهده پروفایل

دانشیار

• Mathematics Education
• Algebra Teaching & Learning
• Teacher Noticing
• +۳ مورد دیگر

Dr. Janet Walkoe is an Associate Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her work focuses on mathematics education, particularly algebra teaching and learning, and the role of teacher noticing in responsive instruction. She holds a Ph.D. in Learning Sciences from Northwestern University (2013), an MS in Mathematics from the University of Illinois at Chicago, and a BA in Mathematics from the University of Chicago. Before academia, she taught high school mathematics for a decade, earning National Board Certification. Her research emphasizes how teachers attend to student algebraic thinking during instruction and how pre-service teachers can develop noticing skills through video analysis. Key areas include teacher responsiveness, multimodal algebraic thinking, and computational thinking integration in mathematics education. She has led the NSF-funded CAREER grant (2020) exploring teacher noticing of student thinking, and co-authored influential works like Lenses for examining students’ mathematical thinking (2014), which earned an NCTM award. Notable Grants: NSF CAREER DRL 17-537 ($736,914), INFACT Subaward ($250k), Spencer Foundation Grant ($44k) Teaching: Courses include Interdisciplinary Teaching in Middle Grades (TLPL 423/424), Elementary Mathematics Education (EDCI 652), and Foundations of Mathematics Education (EDCI 751) Professional Development: Develops video-based tools for teacher reflection and computational thinking integration Walkoe advocates for culturally sustaining pedagogy and equity in teacher education. Her recent work bridges computational thinking with mathematics instruction, emphasizing interdisciplinary approaches to foster student engagement.

• Educational Assessment
• Pedagogy
• STEM Education
• +۳ مورد دیگر

Professor Paul Black is a distinguished academic at King's College London, affiliated with the School of Education, Communication & Society and the Centre for Research in Education in Science, Technology, Engineering & Mathematics (CRESTEM). His career has centered on advancing educational assessment and pedagogy, particularly in STEM disciplines. He is renowned for pioneering formative assessment strategies that integrate learning and evaluation to enhance student outcomes. Research Interests: Black's work explores how teacher-led assessments can drive classroom innovation, emphasizing the synergy between formative and summative methods. His contributions address global educational challenges, including standardization debates and the equitable implementation of assessment frameworks. Key Article Trends: His publications from 2013–2020 highlight themes like ethical assessment practices, the historical impact of formative assessment, and bridging theory-practice gaps in STEM education. Recent works underscore the adaptability of assessment strategies in diverse cultural and linguistic contexts. Professional Impact: The 2023 book 'Educational Assessment: The Influence of Paul Black on Research, Pedagogy and Practice' documents his legacy, noting his influence on scholars worldwide. His ideas have informed policy responses to crises like pandemic-related exam cancellations. Advising & Grants: While specific grants or advisees are not detailed here, his work reflects collaborative research with educators and policy experts. The CRESTEM centre serves as a hub for advancing his vision of holistic educational reform.

Eleni Boziaمشاهده پروفایل

دانشیار

• Digital Humanities
• Classical Studies
• AI Applications in Humanities
• +۴ مورد دیگر

Eleni Bozia is an Associate Professor of Classics and Digital Humanities at the University of Florida. She leads the Data-Driven Humanities Research Group and serves as Associate Director of the Digital Epigraphy and Archaeology Project, focusing on 3D digitization of cultural heritage and AI integration in humanities. Her research explores linguistic/cultural diversity in Imperial Greek/Latin literature and its intersections with modern globalism. Bozia holds dual doctorates from the University of Florida (2009) in Classical Studies and Universität Leipzig (2018) in Digital Humanities. Her scholarly work bridges classical studies with digital innovation, including computational analysis of ancient texts, virtual reality for experiential learning, and collaborative global preservation initiatives. Recognized with awards from La Fondation Hardt and the American Academy in Rome, her contributions span peer-reviewed articles, edited volumes, and public engagements like TEDx talks. She actively promotes interdisciplinary collaboration through roles in the Florida Digital Humanities Consortium and the Literary Encyclopedia. Bozia’s research portfolio includes groundbreaking books on Lucian’s works, multilingual practices in antiquity, and digital epigraphy. She advocates for reimagining classical pedagogy through technology, emphasizing accessibility and relevance for younger generations. Her lab’s projects like the Digital Rosetta Stone and 3D artifact preservation redefine how ancient knowledge is studied, shared, and experienced in the digital age.

Lillie R. Albertمشاهده پروفایل

استاد

• Mathematics Education
• Social Justice Education
• STEM Teaching and Learning
• +۳ مورد دیگر

Lillie R. Albert is a Professor and Program Director for Secondary Education at Boston College’s Lynch School of Education, Department of Teaching, Curriculum, and Society. Her work bridges mathematics education, sociocultural contexts, and social justice, focusing on teacher training and equity in high-need schools. Education: Ph.D. (University of Illinois at Urbana-Champaign), M.A. (Xavier University), B.A. (Dillard University) Her research explores the pedagogical implications of writing-to-learn strategies, Vygotskian psychology in mathematical problem-solving, and multicultural education. She leads a $1.78 million NSF-funded project preparing teacher leaders for Boston’s high-need districts and co-authored a book on South Korean elementary math teaching. Recent publications highlight multilingual education, metalinguistic awareness, and textbook analysis. She received the 2023 Drylongso Anti-Racism Leadership Award and has secured multiple NSF and foundation grants for STEM equity initiatives. Scientific Awards: Drylongso Anti-Racism Leadership Award (2023) She has contributed to projects like WGBH Educational Foundation’s Keep Going! Building a Culture of Perseverance in the Math Classroom and developed technology badges for teacher preparation programs.

Irene Duranczykمشاهده پروفایل

دانشیار

• Mathematics Education
• Community College Mathematics Education
• Developmental Mathematics Education
• +۳ مورد دیگر

Irene Duranczyk is an Associate Professor of Mathematics Education in the Department of Curriculum and Instruction at the University of Minnesota's College of Education. Her work focuses on advancing mathematical literacy at the undergraduate level, with particular attention to creating equitable educational opportunities through community engagement and multicultural perspectives. As a first-generation college student from a working-class family, she brings personal experience to her commitment to addressing educational inequalities. Her educational background includes an EdD from Grambling State University's College of Education, with a focus on Developmental Education: Higher Education Administration and Management, and a cognate in Mathematics Education. Duranczyk's research centers on understanding institutional barriers and cognitive/affective blocks students face in college mathematics, with particular emphasis on community college mathematics education. She employs a multicultural equity pedagogy framework and integrates universal instructional design principles into her work. Her research aims to develop pedagogical processes and assessment practices that prepare students for success in college-level mathematics, thereby expanding opportunities for students to complete college education and pursue degrees requiring advanced mathematical skills. Her recent scholarly output reveals a strong focus on measuring and improving the quality of algebra instruction at community colleges. Through NSF-funded research, she has developed instruments to assess mathematical knowledge for teaching college algebra and investigated conditions under which algebra courses improve student learning. Her work spans multiple methodologies including video analysis of classroom instruction, cognitive interviews with faculty, and psychometric analysis of assessment tools. National Science Foundation Principal Investigator (2020-2023, $501,852) National Science Foundation Supplemental Funds (2024-2025, $100,370) 2007 National Association for Developmental Education (NADE) Outstanding Research Conducted by a Developmental Education Practitioner Award Duranczyk has secured significant grant funding, most notably a three-year, $2.3 million NSF grant (as co-PI with Nidhi Kohli, Vilma Mesa, April Strom, and Laura Watkins) to study algebra instruction at community colleges. This project investigates conditions under which algebra courses improve student learning across six community colleges in three states, focusing on linear equations, rational equations, and exponential equations. She has also been involved in international collaborations with educators in Russia and China, and participates in faculty learning communities focused on international and multilingual student success. Her work extends to the development of Integrated Multicultural Instructional Design (IMID) frameworks for postsecondary settings and Multicultural Equity Pedagogy for online education, reflecting her commitment to creating inclusive learning environments that address diverse student needs.

Lori McKeeمشاهده پروفایل

دانشیار

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +۳ مورد دیگر

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

Michael J. Kiefferمشاهده پروفایل

استاد

• Literacy Education
• Multilingual Learners
• Urban Education
• +۳ مورد دیگر

Michael J. Kieffer is a Professor of Literacy Education at New York University’s Steinhardt School of Culture, Education, and Human Development. His research focuses on language and literacy development for linguistically diverse students, particularly multilingual learners in urban schools. He has published over 50 articles and secured significant grants, including a $1.4 million IES grant for a study on heterogeneous grouping’s impact on English learners. He leads the Center for the Success of English Learners (IES-funded) and co-directs NYU’s IES-funded Predoctoral Interdisciplinary Training program. Dr. Kieffer’s work emphasizes interdisciplinary collaboration, spanning developmental psychology, applied statistics, special education, and policy. His research has been funded by the Institute of Education Sciences (IES), Spencer Foundation, American Educational Research Association, and International Reading Association. He advocates for policies and instructional practices that enhance access to the general curriculum for secondary English learners. Key research interests include the effects of classroom composition, academic vocabulary instruction, and the role of supportive relationships in academic success. He has explored longitudinal reading development, morphological awareness, and the intersection of executive functions with literacy skills in bilingual adolescents. Dr. Kieffer has received awards from the American Educational Research Association and International Reading Association. His current projects include evaluating algebra curricula for English learners and analyzing system-level practices affecting their educational outcomes. He collaborates with policymakers to translate research into actionable strategies for schools and districts.

• Pedagogy
• Early Childhood Education
• Discourse Analysis
• +۷ مورد دیگر

Jarmila Bubikova-Moan is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She holds teaching and supervising responsibilities in pedagogy and serves as Head of Studies in her area of responsibility. Prior to her current role, she was an Associate Professor and Head of Studies at Kristiania University College and a Senior Researcher at NIFU. Her educational background includes a PhD in Educational Sciences from the University of Oslo, an MA in Applied Linguistics from the University of Melbourne, and an MPhil in European Literature from the University of Cambridge. Her research centers on discourse-analytic approaches to early childhood education, with a strong focus on multilingualism, argumentation, and critical thinking. She is actively involved in research groups such as Cultural Diversity and Multilingualism in a Global Perspective and Language and Learning Environment in Early Years - ECEC to Primary School (SAMBA) . Her work explores how children develop argumentative competence, engage in critical thinking through literature and news, and how multilingual learners are supported in early education. The recent publications highlight a consistent trend in early childhood argumentation, critical thinking development, and multilingual education. Her work spans qualitative, discourse-based, and systematic review methodologies, often with interdisciplinary applications in environmental education, teacher training, and family engagement. She has contributed significantly to educational research through numerous scientific publications, research reports, and dissemination activities. Notable projects include Critical thinking in primary education (KriT) , which develops models using children’s literature and news, and evaluations of national strategies such as Språkløyper and Ungdomstrinn i utvikling . Jarmila Bubikova-Moan has supervised students and collaborated widely with researchers across Norway and internationally. She has also been involved in policy-related research and advisory roles in the Norwegian state administration, particularly in education and integration policy. Her lab and team affiliations are embedded within her research groups at OsloMet, where she leads and contributes to collaborative, interdisciplinary projects aimed at improving early educational practices and equity.

Deborah Loewenberg Ballمشاهده پروفایل

استاد

• Elementary Education
• Mathematics Education
• Teacher Education
• +۳ مورد دیگر

Deborah Loewenberg Ball is the Jessie Jean Storey-Fry Distinguished University Professor of Education at the Marsal Family School of Education, an Arthur F. Thurnau Professor, and a Research Professor at the Survey Research Center within the Institute for Social Research at the University of Michigan. She also directs TeachingWorks , a program focused on defining and supporting effective teaching practices for educators. Ball began her career as an elementary school teacher, teaching for over 15 years, and continues to engage in summer teaching at the Elementary Mathematics Laboratory (EML), a space for observing and analyzing teaching dynamics. Her educational background includes a doctoral degree in mathematics education from Michigan State University (1988), where her work emphasized the interplay between teacher knowledge and classroom practice. She has held significant leadership roles, including serving as dean of the University of Michigan School of Education (2005–2016), president of the American Educational Research Association (2017–2018), and currently as a member of the National Science Board and the Mathematical Sciences Research Institute Board of Trustees. Ball’s research interests center on the practice of teaching , particularly in elementary mathematics, and its role in fostering student agency, equity, and collective learning. She explores how teachers’ decisions in 'discretionary spaces'—moments where they choose instructional approaches—impact educational justice and student outcomes. Key themes include leveraging curricula to support marginalized students, measuring teacher knowledge (e.g., Mathematical Knowledge for Teaching), and redesigning teacher education to prioritize practice-based learning. Her recent articles and projects highlight the importance of formative assessments for teacher candidates, equitable discussion practices, and the influence of discretionary spaces in instruction. Ball has also contributed to state-level initiatives, such as the New York State Education Department’s numeracy briefs, which synthesize research for educators. Her scientific awards include prestigious recognitions like her election to the American Academy of Arts and Sciences (2014) and National Academy of Education (2007), along with fellowships from the American Mathematical Society and the American Educational Research Association. Ball’s advising and grant work emphasize practical, scalable solutions for teacher education. Major grants include projects to support multilingual early mathematics learners, pandemic-era teacher professional development, and strategies for implementing practice-based education. She emphasizes collaboration across disciplines and institutions to address systemic inequities in education. The Elementary Mathematics Laboratory (EML) serves as a central hub for her work, blending research and practice to model effective teaching and engage stakeholders in dialogue about educational justice.

Barbara Sophie Hänel-Faulhaberمشاهده پروفایل

استاد

• German Sign Language (DGS)
• Language Acquisition in Hearing-Impaired Children
• Inclusive Education
• +۵ مورد دیگر

Prof. Dr. Barbara Sophie Hänel-Faulhaber is a Professor at the University of Hamburg’s Faculty of Education , specializing in German Sign Language (DGS) and audiopedagogy . Her research focuses on language acquisition and processing in DGS , particularly among deaf children and inclusive educational settings . She leads the Deafness, Language and Learning Lab (D2L) and contributes to the faculty’s core research area Literacy in Diversity Settings . Education: Dr. phil. in Sign Languages (University of Hamburg, 1999–2003) Magister Artium in Sign Languages, Linguistics (University of Hamburg, 1996–1999) Double Degree in Deaf Education, Elementary Education (LMU Munich, 1992–1996) Her work examines bimodal-bilingual education , iconicity in early sign learning , and structural conditions in inclusive daycare centers . She develops diagnostic tools like the DGS-Version of MBK 0 for assessing numerical competencies in deaf children. Current projects include Coactivation of Difference (2023–2026) and Sign4Inclusion (Math) (2023–2024). Scientific Awards: Institutional Prize for German Language 2023 Heinrich Böll Stiftung Promotionsstipendium (1999–2003) Wilhelm-Stiftung Post Doc Fellowship (2005) She collaborates with institutions like the Institute of German Sign Language and Deaf Communication and the Graduate School Martha Muchow , with recent publications spanning sign language diagnostics , inclusive pedagogy , and cross-modal literacy studies .