جست‌وجوی استاد و پژوهشگر

Dominique Skye McDanielمشاهده پروفایل

استادیار

• Adolescents' activism on social media
• Critical approaches to digital literacies
• Culturally Digitized Pedagogy
• +۲ مورد دیگر

Dr. Dominique Skye McDaniel is an Assistant Professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She teaches and researches at the intersection of literacy, digital media, and social justice, centering the voices of Black and Brown adolescents in online spaces. Education Ph.D. in Educational Studies (Teacher Education concentration, Literacy & English Education cognates), University of North Carolina at Greensboro, 2022 North Carolina teaching licensure: Elementary Education, Middle Grades Language Arts, High School English, Reading Research Interests Dr. McDaniel’s scholarship interrogates how adolescents leverage social media for civic engagement and activism. She develops Culturally Digitized Pedagogy , a framework that marries culturally sustaining teaching with critical digital literacies. Her work explores how justice-oriented teacher education can amplify youth voice, particularly for Black and Brown teens whose digital practices resist systemic inequities. Her recent publications trace patterns across case studies of teen activists, demonstrating how multimodal composition on platforms such as TikTok, Twitter, and Instagram becomes a conduit for civic participation. Collectively, her articles argue that educators must reimagine curricula to honor students’ out-of-school literacies and position youth as co-researchers in the struggle for educational justice. Awards & Honors 2023 James Berlin Memorial Outstanding Dissertation Award, NCTE-CCC 2024 Richard A. Meade Award for Research in English Education, ELATE/NCTE Grants & Funding #OnlineLiteraciesMatter: Take Two – KSU Radow College Seed Grant, $7,500 (PI, 2024) Project CULTURE Phase II – KSU Radow College Project Development Grant, $2,300 (PI, 2023) Project CULTURE Phase I – KSU Radow College Extramural Funding Seed Grant, $7,500 (PI, 2022) Mentoring Culturally and Linguistically Diverse Preservice English Teachers – KSU Division of Organizational Effectiveness & Inclusive Excellence Grant, $8,000 (PI, 2023) Labs & Collaborations Dr. McDaniel directs Project CULTURE, a multi-phase professional learning community that mentors BIPOC preservice English teachers. She currently co-leads the #BlackBookTok study with Dr. Sarah Jerasa (Clemson University), examining how Black youth curate literary cultures on TikTok to resist dominant narratives. These collaborative projects position her at the forefront of justice-oriented English teacher preparation in the digital age.

Ana López-Sánchezمشاهده پروفایل

دانشیار

• Applied Linguistics
• Language Education
• Second Language Acquisition
• +۷ مورد دیگر

Ana López-Sánchez is an Associate Professor and Chair of the Department of Spanish at Haverford College. Her work bridges applied linguistics, educational linguistics, and sociolinguistics, focusing on multiliteracies pedagogy and language policy. Education B.A., University of Santiago de Compostela, Spain M.A., University of Nottingham, UK Ph.D., University of Santiago de Compostela, Spain Her research investigates language education through the lens of multiliteracies, emphasizing curriculum development, translingual practices, and linguistic equity. She explores how language pedagogy can address social cohesion and exclusion by validating diverse linguistic repertoires. Recent publications highlight her contributions to redefining language teaching frameworks, with a focus on genre-based approaches and symbolic competence. While her work spans applied linguistics, language policy, and educational innovation, specific subfields include cross-cultural pragmatics, linguistic landscapes, and heritage language instruction. She actively designs learning environments that empower both heritage and second language learners, though scientific awards or student advising details are not explicitly documented in the provided text.

Marion Kwiatkowskiمشاهده پروفایل

پژوهشگر

• Languages
• Swedish Language
• Sociolinguistics
• +۷ مورد دیگر

Marion Kwiatkowski is a Postdoctoral Researcher at the Swedish School of Social Science, University of Helsinki. She specializes in sociolinguistic studies focusing on language, identity, and nationality among youth in multilingual Finland. Her work examines dialectal variation, integration, and the role of Swedish as a minority language. Research Interests: Sociolinguistic analysis of transcultural youth identities Language variation and change in multilingual contexts Migration and its impact on Finland-Swedish dialects Multiliteracies and digitalization in language use Her recent publications highlight linguistic identity construction in rural Finland and dialectal vitality through multicultural youth. Notable projects include 'Modersmål och färders land – ungas tankar om språk, identitet och nationalitet i studentuppsatser' (2020–2025), funded by the Stiftelsen för utbildning och kultur på svenska i Finland sr. She actively participates in conferences on mobility, multilingualism, and European identities.

• Academic Writing
• Higher Education
• Writing Centers
• +۵ مورد دیگر

Lisa Ganobcsik-Williams is a Senior Lecturer and Head of the Centre for Academic Writing at Coventry University. With over two decades of experience, she specializes in academic writing pedagogy, writing centers, and multilingual education. Her work focuses on enhancing writing support in higher education through innovative frameworks and digital environments. Role: Head of Centre for Academic Writing Institution: Coventry University Research Themes: Academic Writing, Multilingualism, Online Learning, Writing Centers Her research explores the intersection of writing pedagogy, student development, and technological integration. She has contributed to debates on academic literacy, writing program administration, and the adaptation of writing support in diverse contexts. Recent publications analyze the impact of generative AI on writing instruction, asynchronous tutoring models, and multiliteracy approaches. She advocates for structured support systems to address equity and engagement in student writing. As an active voice in writing center research, she has led projects like the Coventry Online Writing Lab and emphasized collaborative practices in writing development.

Amy Muellerمشاهده پروفایل

استادیار

• Culturally Responsive Education
• Linguistic Sustaining Education
• Indigenous Education
• +۹ مورد دیگر

Amy Mueller is an Assistant Professor of Learning Technologies at the University of Oklahoma, located within the Instructional Leadership and Academic Curriculum program under the Jeannine Rainbolt College of Education. Her work focuses on integrating educational technologies for pre-service and practicing educators. Prior to OU, she taught in a dual language immersion program and Head Start 4K classrooms, gaining experience in diverse urban settings. Her research emphasizes culturally and linguistically responsive education, Indigenous pedagogies, and liberatory approaches to teaching. Key areas include games-based learning, maker education, STEM education, and digital literacy. She critiques inequities in educational technology systems and advocates for community-centered design. Recent publications explore pandemic-era educational shifts, including librarians’ evolving roles and equity challenges in online schooling. Her work bridges theory and practice through design-based research and community action research methods. No formal grants or advising roles are explicitly listed in the provided materials. Labs/Teams: No specific lab affiliations are mentioned, though her research collaborations likely involve educational technology networks and Indigenous education partnerships.

Sascha Neumannمشاهده پروفایل

استاد

• Social Pedagogy
• Childhood Studies
• Early Childhood Education
• +۴ مورد دیگر

Prof. Dr. Sascha Neumann is a full professor of educational science with a focus on social pedagogy at the Institute for Educational Science , Eberhard Karls University of Tübingen (since 2020). He previously held the Ordentlicher Professor position for Early Childhood Education and Childhood Studies at the University of Luxembourg (2017-2020) and associate professorship for educational research at the University of Freiburg (2013-2017). His research spans childhood studies, social pedagogy, participatory education, multilingualism in early childhood , and ethnographic analysis of educational fields . Current director of the Institute for Educational Science, University of Tübingen (since 2024) Led major research projects including the 2nd National Children's Report for Luxembourg (2023-2027) and COMPARE (2020-2023) on multiliteracy in early education Research Focus: Examines institutional childhood structures, language practices in multilingual environments, and children's well-being through qualitative, ethnographic methodologies. His work challenges traditional adult-child power dynamics and institutional norms. Publications: Co-author of foundational texts like Grundkurs Theorien der Sozialen Arbeit (2018, 2022). His peer-reviewed articles address pandemic impacts on children, translanguaging in daycare centers, and institutional participation frameworks. Collaborations: Works with institutions like the Luxembourg National Research Fund and Ministry of National Education, Childhood and Youth . Served as co-editor for multiple academic book series including Edition Soziale Arbeit and Grundrisse Erziehungswissenschaft .

Patricia Duffمشاهده پروفایل

استاد

• Bilingual/multilingual education
• Decolonizing methodologies
• English as an additional language
• +۶ مورد دیگر

Dr. Patricia Duff is a Professor at the University of British Columbia in the Department of Language and Literacy Education. Her research focuses on bilingual/multilingual education, identity formation, language ideologies, and decolonizing methodologies in language learning contexts. English and Mandarin language proficiency 604-827-5028 contact Active in language socialization studies across classrooms, families, and diaspora communities Research interests center on language socialization processes in transnational environments, heritage language education, academic discourse communities, and the intersection of pop culture with language pedagogy. She pioneered case study methods in applied linguistics and co-edited the Routledge handbook of research methods in applied linguistics . Key publication trends show sustained focus on Chinese language education (40+ publications), family/workplace language planning (15+), and critical discourse analysis of multilingual identities (25+). Her work spans qualitative classroom research, policy analysis, and sociocultural theory applications.

Linda Willisمشاهده پروفایل

مدرس ارشد

• Educational Leadership
• Parent-Community Engagement
• Teacher Education
• +۳ مورد دیگر

Dr Linda Willis is an Honorary Senior Fellow in the School of Education at The University of Queensland. Her research focuses on parent-school-community engagement, educational leadership, and innovative pedagogical practices in teacher education. She has led projects such as the Principal Leadership for Parent-School-Community Engagement in Disadvantaged Schools Project , exploring strategies to enhance engagement in educationally disadvantaged contexts. Her work emphasizes the role of principals in fostering collaborative partnerships, leveraging digital tools for parent involvement, and integrating social justice principles into curriculum design. Willis has contributed to international publications on topics like coteaching, critical visual literacy, and the ethical use of social media in education. Willis has presented at conferences including the Australian Association for Research in Education and the Helping Families Change Conference, and her research has informed policy briefs for the Queensland Department of Education. She holds a PhD in Education from Queensland University of Technology (2013) and has authored/co-authored over 100 scholarly works across books, journal articles, and conference papers.

Kathleen Ramosمشاهده پروفایل

دانشیار

• Multilingual Education
• Teacher Education
• Content-Language Integrated Instruction
• +۵ مورد دیگر

Dr. Kathleen Ramos is an Associate Professor in the College of Education and Human Development at George Mason University, specializing in English for Speakers of Other Languages (ESOL) Education and World Language Education. She co-leads the Advancing Content-Integrated Education for English Learners with a STEM Focus (ACE-STEM) project and other initiatives like Transmodalising with Technology in Science (TTS) and Teaching for Anti-Racism and Global Competence. Education: PhD in Language, Literacy, and Culture from University of Pittsburgh (2012), MA in Foreign Language Teaching (Pitt). Research Focus: Content-language integrated instruction, translanguaging, multiliteracies, and global competence education for multilingual learners. Her recent articles explore technology-enhanced pedagogy (e.g., infographics in science education) and literature-based approaches to anti-racism. She has received the University-wide Teaching Excellence Award (2021) and the Global Teacher Education Fellowship (2018-2019). Dr. Ramos has extensive experience supporting PK-12 multilingual learners, both as a classroom teacher (1992-2016) and as a teacher educator. She collaborates with global institutions, including OsloMet in Norway, and her work emphasizes equity, cultural pluralism, and preparing educators for interconnected societies.

Lucia Cardenas Curielمشاهده پروفایل

استادیار

• Multicultural Education
• Bilingual Education
• Literacy Studies
• +۳ مورد دیگر

Lucia Cardenas Curiel is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from the University of Texas at Austin. Her research focuses on literacy practices for culturally and linguistically diverse students, particularly Latina/o bilingual children, emphasizing multicultural literature, social justice, and identity development. Dr. Curiel explores innovative pedagogical strategies rooted in community language practices and teacher preparation for diverse classrooms. She is affiliated with the College of Education and Department of Teacher Education. Her work bridges theory and practice through studies on translanguaging, multiliteracies, and bilingual education. Recent research includes community-based learning initiatives, linguistic identity exploration, and critical pedagogies in multilingual settings. She has published widely on topics such as dual-language classroom practices, preservice teacher development, and historical analyses of bilingual education materials. Dr. Curiel’s publications span translanguaging in science education, art museum co-teaching, and sustaining bilingual identities. Her work consistently advocates for culturally responsive teaching and equitable educational practices. She actively prepares teachers to engage linguistically diverse learners through field experiences and community partnerships.

David I Hanauerمشاهده پروفایل

استاد مدعو

• Science Education
• Scientific Inquiry
• Assessment in STEM
• +۴ مورد دیگر

David I Hanauer is an Adjunct Professor in the Department of Biological Sciences at the University of Pittsburgh. He serves as Lead Assessment Coordinator for the SEA-PHAGES program, an initiative supported by the Howard Hughes Medical Institute (HHMI) that focuses on undergraduate research experiences in bacteriophage discovery. His work integrates scientific inquiry, educational assessment, and STEM literacy. Key research interests include student ownership of research projects, assessment methodologies for scientific inquiry, and barriers faced by second-language researchers in academic publishing. His collaboration with Prof. Graham Hatfull since 2005 has produced validated assessment tools and frameworks for measuring outcomes in course-based research programs. Publications span science education, multilingual academic writing, and qualitative methodologies. Notable contributions include Scientific Discourse: Multiliteracy in the Classroom (2006) and Active Assessment: Assessing Scientific Inquiry (2009). His work emphasizes equitable access to scientific research opportunities across diverse student populations. Current activities center on the SEA-PHAGES program’s impact on student persistence in STEM and the development of inclusive research education models. Funding includes long-term support from HHMI, enabling sustained exploration of assessment-driven educational innovation.

Eveline Chanمشاهده پروفایل

دانشیار

• English Language Education
• Literacies Development
• TESOL
• +۱۲ مورد دیگر

Eveline Chan is an Associate Professor in English, Literacies and Languages Education at the School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England (UNE), Australia. She is based in Education Building (E7), Room 332, and can be contacted at eveline_chan@une.edu.au or +61 2 6773 3818. Her research and teaching expertise lies at the intersection of language, literacy, and multimodal education. She specializes in how learning is mediated by multiple semiotic systems in both physical and digital spaces, with a strong focus on critical transitions in education. Her work has significant implications for literacy development, teaching, and assessment, particularly in academic and disciplinary literacies and reading in hypertext environments. The recent scholarly output of Associate Professor Chan reflects a consistent trajectory in multimodal and disciplinary literacies. Her publications explore the integration of image and text in digital and assessment contexts, particularly in science and language education. Themes include the design of multimodal assessments, the challenges of online reading comprehension, and the pedagogical translation of disciplinary knowledge. Her work bridges theoretical frameworks like systemic functional linguistics with practical classroom applications, influencing both curriculum and assessment design. She is actively engaged in the academic community, serving on the Editorial Review Board of English Teaching: Practice & Critique and as a peer reviewer for journals in Education, Linguistics, and Computer Science Applications. She is also a member of the Executive Committee of the Australian Literacy Educators’ Association Northern NSW Council. PhD (Syd) GradDipTeach TESL (SACAE/UniSA) BEd Hons 1 (Syd) She has supervised numerous PhD candidates to completion, including Lindsay Williams, Lindall Watson, Annemaree O'Brien, and Hajar Alharthi. Her teaching includes coordinating and lecturing units such as EDEE100 English Language in Use, EDEE 312 English Teaching: Focus on Writing and Creating, and EDEE 528 Researching Literacies in Education. She is affiliated with professional organizations including PETAA, ALEA, and ASFLA. Her research is supported by her deep engagement with multimodal theory and systemic-functional linguistics, and she continues to contribute to the evolving understanding of how students navigate and create meaning in complex, multimodal learning environments.

• French Didactics
• Literature Education
• Reading and Writing Pedagogy
• +۳ مورد دیگر

Martin Lépine is an Associate Professor of French Didactics at the University of Sherbrooke's Faculty of Education, where he has served in various academic positions since 2010, including as Associate Dean for Training and Culture (2021-2023). His work bridges academic research with practical applications in primary and secondary education settings across Quebec. Dr. Lépine earned his Ph.D. in Educational Sciences with a specialization in Didactics from the University of Montreal in 2018, following a Master's degree in Linguistics and Language Didactics (2004) and a Graduate Diploma in Psycholinguistics (2007), both from the University of Quebec in Montreal. He completed his undergraduate studies with a Bachelor's degree in Secondary Education from Laval University in 1999. His research focuses on French language didactics, particularly literary appreciation in primary education, reading-writing-oral articulation, and the cultural dimension of schooling. Lépine has pioneered innovative approaches connecting literature with other disciplines, notably mathematics, through interdisciplinary projects. His work emphasizes culturally responsive teaching, especially in Indigenous educational contexts, and he has developed the influential Passeurs culturels (Cultural Carriers) program that integrates cultural education into teacher training. Lépine's scholarly contributions reveal a strong emphasis on practical applications of literacy research in classroom settings, with particular attention to teacher practices, assessment methods, and the selection of literary materials. His international comparative studies examine reading comprehension development across educational systems. Institutional Prize for Teaching Quality Recognition (2017-2018) National Spark Prize for the Action Plan on Reading in School Excellence Mention for Doctoral Thesis in Educational Sciences RIDEAU Partnership Prize 2019 for Cultural Carriers Research and Creation Springboard Prize Super Merit 2001 for French Education As Principal Investigator and Co-researcher, Lépine has secured over $2 million in research funding from organizations including the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Quebec Research Fund - Society and Culture (FRQSC). His major projects include the LIBER research-action initiative on interactive reading circles, the Cultural Carriers program, and international comparative studies on reading progression across francophone countries. He has supervised numerous graduate students and collaborated extensively with school boards, cultural organizations, and government ministries to implement research findings in educational practice. Lépine leads the LIBER research project and has established the Interactive Reading Zone (Zone de lecture interactive), creating physical and virtual spaces where text, image, and sound intersect around literature. His work with the Cultural Carriers program has created significant partnerships between the University of Sherbrooke and cultural institutions, transforming how future teachers engage with arts and culture in their professional development.

Karla J. Möllerمشاهده پروفایل

دانشیار

• Cultural Diversity in Education
• Language and Literacy
• Reading Instruction
• +۵ مورد دیگر

Karla J. Möller is an Associate Professor in Curriculum and Instruction at the University of Illinois at Urbana-Champaign's College of Education. She also serves as Associate Dean for Graduate Programs. Her work focuses on cultural diversity, literacy education, and social justice, particularly through literature-based instruction in K-12 classrooms. Research emphasizes availability and selection of culturally diverse texts Explores pedagogical approaches to literature discussions Advocates for equitable access to quality educational materials Key contributions include studies on LGBTQ-inclusive literature, graphic nonfiction integration, and critical literacy frameworks. She has extensively reviewed children's literature for educational use and collaborated on numerous publications with literacy experts.

Logan Rathمشاهده پروفایل

استاد مدعو

• Information literacy as a social practice
• Effective library instruction
• Technology integration in higher education
• +۴ مورد دیگر

Dr. Logan Rath is a Librarian at SUNY Brockport and Adjunct Professor at the University at Albany's Information Science and Technology program. He also serves as Director of Online Learning for the IDS Project, coordinating professional development for interlibrary loan specialists. His academic appointments include active involvement in SUNY Brockport's University Senate and representation at the SUNY University Faculty Senate. Education: PhD, Curriculum, Instruction & the Science of Learning, University at Buffalo, 2022 MS, Information Design & Technology, SUNY Polytechnic Institute, 2012 MLS, School Library Media, University at Buffalo, 2007 BA in Spanish - Adolescent Education 7-12, SUNY Geneseo, 2005 Research Focus: Dr. Rath investigates information literacy as sociocultural practice, examining how librarians conceptualize and implement literacy frameworks. His work emphasizes technology integration in academic settings, multimodal learning environments, and collaborative pedagogy between librarians and educators. Current projects analyze AI perceptions in teacher education and longitudinal patterns in student-library engagement. Awards & Honors: Service to the University Award (2023) Chancellor's Award for Excellence in Librarianship (2016) Professional Contributions: He develops open educational resources including 'Communities of Practice for Library Instruction' and creates technical tools like library discovery layer bookmarklets and QR code generators. He maintains specialized academic resources on x-linked hypophosphatemia (XLH) research.