جست‌وجوی استاد و پژوهشگر

Katherine Batchelorمشاهده پروفایل

استاد

• Critical Literacy
• Adolescent Literacy
• Social Justice Education
• +۴ مورد دیگر

Katherine Batchelor serves as John Heckert Professor and Coordinator of Adolescent and Young Adult Education at Miami University within the Department of Teaching, Curriculum, and Educational Inquiry. Her academic leadership focuses on preparing educators through critical literacy frameworks and social justice pedagogy. Her educational foundation includes: Ph.D. in Curriculum and Instruction - Literacy from Kent State University M.Ed. in Curriculum and Instruction - English/Language Arts from Kent State University Post Baccalaureate in Middle Childhood Education Reading and Sciences Licensures from Cleveland State University B.A. in English from Eastern Michigan University Dr. Batchelor's research centers on critical literacy practices among adolescents, examining how young adult literature, digital media, and multimodal composition foster equity in educational settings. Her work interrogates power structures through frameworks like critical race theory and feminist pedagogy, emphasizing student agency and perspective-shifting in literacy development. Recent scholarship explores innovative applications including meme culture during the pandemic, VSCO sticker analysis, and interactive fiction in classrooms. Analysis of her 2019-2025 publications reveals consistent methodological diversity blending quantitative critical race theory (QuantCrit) with qualitative approaches. Key thematic threads include social justice teacher education, digital literacies, and the pedagogical potential of young adult literature to address refugee narratives, LGBTQ+ representation, and implicit bias. Her work demonstrates particular attention to preservice teacher development across disciplinary contexts. Her professional recognition includes: John Heckert Professorship (prestigious endowed chair) National Board Certified Teacher credential Consistently top-rated course evaluations within her department As Coordinator of Adolescent and Young Adult Education, Dr. Batchelor mentors future educators while maintaining active scholarship. Her National Writing Project membership informs professional development initiatives focused on writing pedagogy. The source materials indicate no specific grant funding details but reflect sustained research productivity through peer-reviewed publications. Dr. Batchelor contributes to the National Writing Project network, participating in educator development programs that extend her classroom research into broader professional communities. Her international work in Warsaw, Poland demonstrates cross-cultural applications of literacy pedagogy.

James P. Purdyمشاهده پروفایل

استاد

• Composition and Writing Studies
• Digital Humanities
• Digital Writing and Research Practices
• +۳ مورد دیگر

Dr. James P. Purdy is a Professor of English/Writing Studies and Director of the University Writing Center at Duquesne University, located in Pittsburgh, PA. He holds a Ph.D. in English/Writing Studies from the University of Illinois at Urbana-Champaign (2006), an M.A. (2001), and a B.A. in English from Penn State (2000). His research focuses on digital humanities, writing center theory, and the intersection of digital technologies with scholarly practices. He is particularly interested in intellectual property law, student research behaviors, and the evolving role of digital spaces in academia. Dr. Purdy has authored/co-authored multiple books, including The Effects of Intellectual Property Law in Writing Studies (2020) and Making Space: Writing Instruction, Infrastructure, and Multiliteracies (2017). He has also edited volumes such as The Future Scholar: Researching and Teaching the Frameworks for Writing and Information Literacy (2016). His work emphasizes ethical considerations in digital scholarship, design thinking in pedagogy, and fostering information literacy across disciplines. Awards: 2016 Presidential Award for Excellence in Teaching, 2019 John G. Rangos Prize, Ellen Nold Award (2011), and multiple NEH grants. Teaching: Courses include "Authorship and Ownership in Digital Writing" and "Writing for Digital Media," with a focus on integrating technology and ethical practices. Grants: Received over $15,000 in NEH and Presidential grants for research and scholarly projects. As Director of the Writing Center, Purdy oversees staff training and professional development, emphasizing best practices in peer tutoring. His presentations and workshops address topics like plagiarism detection, library partnerships, and teaching digital literacies. He actively contributes to national conferences such as the Conference on College Composition and Communication and Computers and Writing.

Grace D. Playerمشاهده پروفایل

استادیار

• Girls of Color Literacies
• Women of Color Feminisms and Education
• Critical Writing Pedagogy
• +۴ مورد دیگر

Dr. Grace D. Player is an Assistant Professor in the Department of Curriculum and Instruction at the University of Connecticut’s Neag School of Education. Her work centers on literacy, critical pedagogies, and justice-oriented education with a focus on Girls and Women of Color. She holds a PhD from the University of Pennsylvania, an MA from Teachers College Columbia University, and a BA in Psychology from Vassar College. Her research adopts a feminist of Color lens to explore how marginalized communities mobilize cultural knowledges through art, story, and relational practices. Key areas include Girls of Color literacies, community-based research, and anti-racist teacher education. She co-edited a special issue on Girl of Color literacies and authored/co-authored multiple influential works including the 2021 book Where is the Justice? Dr. Player’s recent projects include the Spencer Racial Equity Grant-funded Curators of Educational Dreams , a collaborative arts-based initiative with Dr. Tricia Eunji Kim focusing on Girls of Color’s educational visions. She also co-facilitates the Simmering Spices Art Collective , blending art and activism in educational justice. Key Awards: 2024 AERA Division G Early Career Award Grants: Spencer Racial Equity Grant (2023), AERA Research Grant (2021) Collaborations: Partnerships with Dr. Valerie Kinloch (co-author), Dr. Mónica González Ybarra (co-editor), and Dr. Danielle Filipiak (teacher education project) Her publications span journals like Journal of Literacy Research and Urban Education , emphasizing methodological innovation through arts-based and relational approaches. She actively critiques Eurocentric educational frameworks while centering community voices in research and pedagogy.

Jay Wilsonمشاهده پروفایل

استاد

• Educational Technology
• Design-Based Learning
• Online Learning
• +۳ مورد دیگر

Professor Jay Wilson holds the rank of Professor in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. He has served as Department Head from 2014–2021 and Interim Vice Provost, Teaching Learning and Student Experience (2021–2022). His research focuses on innovative learning design, online education, and experiential learning assessment, with a strong emphasis on technology integration in teaching and learning. Dr. Wilson's educational background includes an M.B.A. (2021), Ed.D. (2008), M.Ed. (2000), B.Ed. (1995), and B.A. (1989) from the University of Saskatchewan and University of Southern Queensland. He teaches courses in curriculum design, educational technology, and program evaluation. His teaching has been nationally recognized, including the 3M National Teaching Fellowship (2017). Research interests include design-studio learning environments, technology skill development for educators, and the social impacts of educational technology. His work emphasizes the Scholarship of Teaching and Learning (SOTL), particularly in graduate education leadership. Recent publications explore equity in remote learning, doctoral supervision coaching, and assessment strategies in experiential learning. Dr. Wilson actively participates in academic leadership roles both within and beyond the university, including service on national teaching award committees and leadership in professional organizations. He supervises graduate students across disciplines, focusing on educational technology and design. Current supervision includes M. Farooq and N. Haeri, while completed students include notable projects like M. Gobeil’s research on experiential learning assessment in K-12 education.

Vicky Macleroyمشاهده پروفایل

استاد

• Multiliteracies
• Digital Storytelling
• Multimodal Composition
• +۵ مورد دیگر

Professor Vicky Macleroy is a leading academic in Language and Literacy at Goldsmiths, University of London. She holds dual roles as Head of the MA Children's Literature programme and Head of the Centre for Language, Culture and Learning. Her research focuses on multiliteracies, digital storytelling, and transformative pedagogy, emphasizing creative and collaborative methodologies. She has spearheaded the globally recognized Critical Connections Multilingual Digital Storytelling Project, impacting over 50 schools across 15 countries. Academically, she earned her BA in English/Education (York University, 1982), PGCE in English/Drama (York University, 1983), and PhD in Education (Open University, 2002). She teaches at postgraduate levels, including MA Creative Writing and MPhil/PhD supervision. Her research explores multilingualism, digital technologies, and youth empowerment through projects like the Deptford Community Storytelling initiative. She has received grants from the Paul Hamlyn Foundation and the AHRC, among others. Awards include the 2009 Early Career Research Award from Goldsmiths. She actively engages in advisory roles for academic journals, international conferences, and creative education programs such as the Young Poets’ Stories project. Her work bridges theory and practice, advocating for inclusive and culturally responsive education.

• Sociocultural Education
• Digital Literacies
• Play-Based Learning
• +۶ مورد دیگر

Dr. Anne Burke is a Professor in Literacy Education and Digital Learning at Memorial University of Newfoundland, serving as Project Lead for the Discovery Play Centre and leading a SSHRC-funded study (2020-2023) on arts-based pedagogy and social justice advocacy. Her research focuses on sociocultural perspectives, children’s rights, digital literacies, and community partnerships with cultural institutions like science museums and art galleries. She has over $1 million in research funding and has published extensively, including 10 books and 50+ peer-reviewed articles. Dr. Burke’s work emphasizes play-based learning, environmental education through augmented reality, and STEAM integration. She explores how children use digital tools to engage with ecological knowledge and advocate for social justice. Her interdisciplinary research spans global collaborations, including the UArctic’s Arctic issue networks. She actively engages in boards and community initiatives, promoting public education partnerships and teacher development. Her research addresses pandemic-era challenges in education, teacher well-being, and leveraging children’s voices in curricula. Despite numerous invited talks and recognitions, specific awards are not detailed in the text. She advises no listed students but collaborates globally on projects like environmental curricula and Indigenous reconciliation pedagogies. She is affiliated with the Public Engagement Office at Memorial University and contributes to policy briefs on inclusive education.

Lynn Butler-Kisberمشاهده پروفایل

استاد

• Qualitative Research Methodologies
• Arts-Based Methodologies
• Visual Inquiry
• +۵ مورد دیگر

Dr. Lynn Butler-Kisber is a Professor in the Department of Integrated Studies in Education (DISE) at McGill University's Faculty of Education. She holds editorial leadership as founder and Editor of LEARNing Landscapes Journal , an open-access platform integrating theory and practice. Her academic journey includes degrees from McGill University (BEd, MEd) and Harvard University (EdD). Her research focuses on qualitative methodologies, particularly arts-based approaches like visual and poetic inquiry, addressing issues of equity and social justice. Key areas include multiliteracies, leadership, and professional development, with projects in Canada, China, Indonesia, and the Caribbean. She leads initiatives such as the NEXTschool Innovation Program and the Human Displacement & Narrative Inquiry Project. Awards include Honorary Professor at Hebei Normal University (China) and visiting scholar roles at the University of Alberta, Worcester University (UK), and the University of Vermont. Her work emphasizes community-based research and policy-oriented studies on climate adaptation and resilient development. Publications span books like Qualitative Inquiry (Sage) and over 60 journal articles. She advises PhD students in Educational Leadership and contributes to McGill's commitment to Indigenous land acknowledgment and inclusive education.

• Applied Linguistics
• Multilingualism
• Heritage Language Education
• +۷ مورد دیگر

J.L. (Josh) Prada is an Assistant Professor in Applied Linguistics and Multilingualism at the University of Groningen's Center for Language and Cognition, within the Faculty of Arts. His research focuses on heritage/minority language education, translanguaging applications, and the intersection of multilingualism with social, cognitive, and neuro-motor processes. He has secured over $4 million in grants, including a Hellen DeVitt Fellowship (2014-2018), and collaborates internationally on projects such as Project CELEBRATE (US Department of Education, $2.99 million) and Transnational Spaces for Critical Multilingual Teacher Education (DAAD-funded). Education: PhD in Linguistics (Texas Tech University, 2018), MA in Applied Linguistics (Birkbeck, University of London), and BA+MA in English Philology and TESOL (University of Granada and Queen Mary University of London). Research interests include translanguaging pedagogy, multilingual education policy, neuro-education, and sensescapes. He actively advises graduate students in MA, Research MA, and PhD programs, emphasizing social justice in education. His work spans healthcare communication, teacher training, and transnational education initiatives. Grants: Over $4 million in funded projects, including leadership roles in CELEBRATE ($2.99M) and Transnational Spaces ($45K). Labs/Teams: Co-director of Transnational Spaces for Critical Multilingual Teacher Education (with Hamburg University) and steering member of Internationalising Teacher Education (DAAD-funded).

Ernest Morrellمشاهده پروفایل

استاد

• Critical Pedagogy
• English Education
• Literacy Studies
• +۶ مورد دیگر

Ernest Morrell is the Coyle Professor of Literacy Education and Professor of English and Africana Studies at the University of Notre Dame's College of Arts and Letters. He serves as Director of the Notre Dame Center for Literacy Education and Associate Dean for the Humanities and Equity. His roles include leadership in the National Council of Teachers of English (NCTE) and the American Educational Research Association (AERA). Education: Ph.D. in Language, Literacy, and Culture from UC Berkeley (2001), M.A. and B.A. from UC Berkeley and UC Santa Barbara. Research & Interests: Critical pedagogy, literacy studies, postcolonial and diaspora cultural studies, and youth popular culture. His work emphasizes equity in education, urban school reform, and culturally responsive teaching. Notable contributions include "Educating Harlem" and "Critical Media Pedagogy" . Grants & Awards: Elected to the National Academy of Education (2022), American Academy of Arts and Sciences (2024), and AERA Fellow (2014). Recipient of NCTE's Distinguished Service Award and UCLA's Distinguished Teaching Award. Labs & Teams: Leads the Notre Dame Center for Literacy Education and directs the NCTE James R. Squire Office for Policy Research. Collaborates on initiatives like the Council of Youth Research (CYR), fostering youth participatory action research.

• Cultural and Linguistic Diversity
• Multilingual Education
• Educational Inclusion
• +۴ مورد دیگر

Associate Professor Joel Windle is a prominent academic in cultural and linguistic diversity at the University of South Australia (UniSA), affiliated with UniSA Education Futures. His research focuses on inclusive curricula, multilingualism, and transnational education, with projects spanning Brazil, North America, and Australia. He leads international collaborations like the CAPES-funded 'Multilingualism, linguistic rights and social inequality' and CNPq’s 'Transnational contacts in the periphery.' Windle has received prestigious awards including CNPq Fellowship and FAPERJ State Science Fellowship. His work bridges education and sociology, addressing issues like refugee integration, anti-racist pedagogy, and global literacy practices. He supervises research degrees and contributes to policy discussions on educational equity. His publications include Making Sense of School Choice (awarded multiple sociology prizes) and co-edited volumes on Vietnamese language dynamics and transperipheral research frameworks. Windle’s advocacy for marginalized communities and critical citizenship education underscores his commitment to social justice in education.

• Digital Gaming
• Educational Technologies
• Family Learning
• +۴ مورد دیگر

Elisabeth Gee is a Professor at Arizona State University's Mary Lou Fulton Teachers College, specializing in the intersection of digital gaming, literacies, and STEM education. She has held leadership roles such as Associate Dean (2021–2025) and Co-Division Director (2020–2021). Her research focuses on how gaming and digital media can foster learning, particularly for underserved groups like girls and minority students. Gee's work has been supported by major foundations including the NSF, MacArthur, and NIH. Education: Ed.D. (Adult Education, Rutgers, 1987), M.Ed. (Adult Education, Rutgers, 1983), B.A. (English, Summa Cum Laude, Fairleigh Dickinson, 1981) Her research investigates family media ecologies, game design for STEM engagement, and gender dynamics in digital learning. Key projects include NSF-funded initiatives like 'Play in the Making,' which uses game design to address real-world problems in Maker spaces. She co-authored influential books such as Families at Play and Children and Families in the Digital Age . Gee is a 2011 White House Champion of Change, recognized for leveraging games to engage girls in computing. Her recent work explores mentoring roles in design thinking and the role of story in educational games.

Denise de Pauwمشاهده پروفایل

مدرس ارشد

• English for Academic Purposes
• English for Specific Academic Purposes
• Digital Literacies
• +۱۱ مورد دیگر

Dr. Denise de Pauw is a Senior Lecturer in English for Academic Purposes at the Language Centre, University of Leeds, Faculty of Arts, Humanities and Cultures. She leads insessional English provision for students in the Schools of Computing and Electrical and Electronic Engineering and co-leads the Language for Engineering pre-sessional course. She is also involved in developing a new Professional and Academic Communication module for the Faculty of Engineering and Physical Sciences. PhD in Applied Linguistics, Lancaster University (2022) MA TESOL with ICT (Distinction) PGCE (PCET) Trinity Cert TESOL BA Hons in European Studies (German and Political Science) Her research focuses on situated literacy practices, digital literacies, mediated discourse analysis, and English for Specific Academic Purposes (ESAP), particularly in STEM disciplines. She explores how students and migrants navigate digital environments for learning and employment, emphasizing real-world applications of literacy. Her work integrates activity theory and sociomaterial perspectives to understand evolving academic and workplace practices. Her recent publications examine digital job searching among migrants, multimodal academic genres in STEM, and sociomaterial approaches to student literacy. Themes across her work include digital pedagogy, hybrid genres, curriculum design, and the intersection of literacy with employability and migration. She advocates for inclusive, practice-based language education that addresses the needs of marginalized learners. Dr. de Pauw is actively involved in academic service, including: Convenor, BAAL Literacies Special Interest Group (2024–present) Co-convener, PhD/ECR Literacy as Social Practice Network Co-manager, The Language Scholar Journal Co-organizer, Language Centre Summer Conference (2022–2024) CARA Mentor for a professor of Computer Science She contributes to decolonizing curriculum initiatives and has presented at numerous national and international forums, including BALEAP, RaPAL, and EPALE. Her scholarship bridges research and practice in language education, with a strong commitment to equity and accessibility in academic and professional settings.

Susan Feezمشاهده پروفایل

دانشیار مدعو

• English Language and Literacy Education
• Educational Linguistics
• Montessori Education
• +۷ مورد دیگر

Susan Feez is an Adjunct Associate Professor in the School of Education, Faculty of Humanities, Arts, Social Sciences and Education at the University of New England (UNE), Australia. She is a member of the English, Literacies and Languages Education (ELLE) team, where she contributes to research and pedagogy in language and literacy education, with a focus on systemic-functional linguistics, multiliteracies, and Montessori education. PhD (University of Sydney) MEd: Language in Education (University of Sydney) Dip Ed: Infants/Primary (Armidale CAE) Dip Ed: TESOL (Latrobe) BA (University of Queensland) Certificate in Adult TESOL (ACL, Sydney) Diploma in Montessori Elementary Education (Association Montessori Internationale, Bergamo, Italy) Diploma in Montessori Early Childhood Education (Sydney Montessori Teachers' College) Susan Feez's research centers on language and literacy development, pedagogy, and assessment, with a strong emphasis on the literacy demands of the curriculum. She explores multimodal representations of knowledge, applying social semiotics and systemic-functional linguistics to educational contexts. Her work in Montessori education investigates how language and literacy are mediated in early childhood and elementary settings, bridging historical practice with contemporary theory. She also specializes in EAL/D (English as an Additional Language or Dialect) education, supporting inclusive practices in mainstream classrooms. Her recent publications reflect a sustained engagement with functional grammar, genre-based writing instruction, multimodal learning, and Montessori pedagogy. Themes across her articles include the integration of phonics with meaning-making, the role of dialogue in learning, and the adaptation of Montessori principles in multilingual and multicultural settings. Her work is highly applied, aiming to translate academic research into practical classroom strategies. Susan Feez has been recognized for her contributions to educational publishing, notably winning the Educational Publishing Awards Australia 2019 in the Primary: Reference Resource category. She is an active member of several professional organizations including the Australian Systemic Functional Linguistics Association (ASFLA), PETAA, ALEA, ATESOL NSW, ACTA, and the Association Montessori Internationale (AMI). Susan Feez collaborates with researchers and educators across Australia and internationally. While no formal advisees are listed, her editorial and co-authorship roles suggest mentorship and academic leadership. She has contributed to curriculum development projects, including the Montessori National Curriculum and training materials for adult and community education. Her work demonstrates a commitment to equity, accessibility, and innovation in language and literacy education. Susan Feez is actively involved in academic communities through conference presentations, plenary talks, and research collaborations. Her work spans historical analysis, theoretical development, and practical application, particularly in literacy education and Montessori pedagogy. She maintains strong links with professional networks and continues to publish influential resources for teachers and researchers.

Haoran Zhengمشاهده پروفایل

مدرس

• Early Childhood Education
• Early STEM Learning
• Digital Literacies
• +۸ مورد دیگر

Dr. Haoran Zheng is a Lecturer in Early Childhood Education at the University of New England, affiliated with the School of Education within the Faculty of Humanities, Arts, Social Sciences and Education. He holds a PhD from Monash University and is actively engaged in research and teaching in early childhood education. His educational background includes a doctoral degree from Monash University, where his thesis applied Bourdieu’s theoretical framework to examine the professional experiences of international pre-service teachers in Australian early childhood settings. Dr. Zheng's research focuses on socially-just early childhood education, with key interests in early STEM learning, digital and multiliteracies, diversity, refugee and migrant communities, and early childhood teacher education. His work emphasizes inclusion, equity, and the professional development of educators across diverse cultural contexts. The recent publications highlight a consistent focus on diversity, inclusion, and international perspectives in early childhood education. His research often explores the experiences of marginalized communities, particularly refugee families and international students, and investigates pedagogical practices that foster belonging and equity. There is a strong transnational and multidisciplinary thread, frequently addressing digital and intercultural dimensions of teaching and learning. His scientific awards include the Monash University Faculty Postgraduate Publication Award (2019), the Monash Education Research Community Publication Award (2018), and the Three Minutes Thesis People’s Choice Award (2018). Monash University Faculty Postgraduate Publication Award 2019 Monash Education Research Community Publication Award 2018 Three Minutes Thesis People’s Choice Award 2018 Dr. Zheng has secured competitive research grants, including the 2022 Australian Teacher Education Association (ATEA) Early Career Researcher Grant for a project titled “Teaching diversity through picturebooks,” and the 2019 VicTESOL Student Travel Grant. He has collaborated extensively with scholars such as Annabel Keary, Susanne Garvis, and Jane Faulkner. While no formal advisees are listed, his work supports early career researchers and pre-service teachers. He is an active member of professional organizations including ATEA, AARE, VicTESOL, and ACTA. There is no mention of a specific research lab or team, but his collaborative publications suggest active participation in multidisciplinary research networks focused on early childhood, inclusion, and international education.

Juliette C. Kitchensمشاهده پروفایل

استاد

• Transmedia Studies
• Rhetorics of Technologies and Media
• Professional Development
• +۵ مورد دیگر

Juliette C. Kitchens, Ph.D., serves as Professor of Writing & Communication in the Halmos College of Arts and Sciences at Nova Southeastern University, with dual appointments in the Farquhar Honors College and core involvement in the Composition program, Writing minor, Applied Professional Studies program, and M.A. in Composition, Rhetoric, and Digital Media program. Her academic credentials include: Ph.D. from Georgia State University M.A. from the University of Alabama B.A. from the University of Alabama Dr. Kitchens' research pioneers transmedia storytelling and rhetorical theory at the intersection of digital environments and identity formation. Her work critically examines popular culture narratives , technological mediation , and professional identity development through frameworks of postdisciplinarity and multiliteracy , revealing how contemporary writers navigate complex digital ecosystems. Her publication trajectory demonstrates consistent focus on media rhetoric and composition pedagogy, with award-winning monographs exploring Whedonverse narratives (2017), digital identity formation (2022), and horror genre rhetoric (2023). These works collectively establish her as a leading scholar in transmedia rhetoric and professional writing development within digital landscapes. Major recognitions include: Book Award for 'At Home in the Whedonverse' (2017) Book Award for 'Slaying is Hell' (2023) Research Impact Award Honorable Mention for 'Stories of Becoming' (2022) Halmos College Professor of the Year (2024) Dr. Kitchens secured significant research funding including the 2015 College Composition and Communication Research Grant. Her mentorship in honors seminars and graduate programs cultivates student exploration of community engagement through digital storytelling, while her DSS Lecture moderation extends scholarly impact beyond the classroom. Her academic leadership operates primarily through the Farquhar Honors College and Composition program infrastructure, where she shapes curriculum development and research initiatives focused on evolving writing practices in digital media environments.