جست‌وجوی استاد و پژوهشگر

Maria Rasmussonمشاهده پروفایل

مدرس ارشد

• Reading Comprehension
• Literacy
• School Absenteeism
• +۵ مورد دیگر

Maria Rasmusson serves as a Senior Lecturer at Uppsala University's Department of Pedagogy, Didactics and Educational Sociology, where she conducts research at the intersection of reading literacy, educational equity, and quantitative analysis of large-scale assessments. Her work bridges theoretical frameworks with policy-relevant investigations into school systems across Nordic and international contexts. Her research program centers on comparative analyses of reading comprehension in digital versus print formats, emergent literacy development in multilingual preschool settings, and sociodemographic determinants of school absenteeism. Methodologically rigorous in quantitative approaches, she leverages PISA and other international datasets to examine equity dimensions across educational systems, with particular attention to how socioeconomic status, immigrant background, and gender influence learning outcomes. Her scholarship consistently connects empirical findings to practical implications for educational policy and classroom practice. Analysis of her 15 most recent publications reveals a sustained focus on school attendance patterns using cross-national PISA data (2023-2024), digital reading literacy trajectories (2018-2023), and early childhood literacy prerequisites (2023). The corpus demonstrates methodological consistency in large-scale quantitative analysis while expanding into emerging areas like online learning platforms and critical digital literacy. Geographic scope spans Sweden, Germany, Japan, the UK, and Nordic regional comparisons, reflecting her commitment to internationally contextualized educational research.

Michelle Gilesمشاهده پروفایل

دانشیار

• Instructional Design
• Educational Technology
• K-12 Technology Integration
• +۳ مورد دیگر

Michelle Giles serves as Program Director and Associate Professor of Instructional Design and Technology within the College of Education at the University of Houston-Clear Lake. Her academic leadership focuses on advancing educational technology integration across teacher preparation programs and K-12 settings. Her research expertise spans: Instructional Design methodologies Educational Technology implementation K-12 Technology Integration frameworks Peer Mentoring systems for teacher development STEM/STEAM curriculum innovation Analysis of her publication history (2015-2021) reveals consistent investigation into how mental models, collaborative structures, and social media tools shape technology adoption among educators. Her work emphasizes practical applications for improving teacher candidates' technological proficiency through peer mentoring, structured grouping, and model curriculum design. Dr. Giles has received the following recognition: American Association of Adjunct Education Adjunct of the Year Award (2013) She currently directs two key research initiatives: Peer Mentoring and Its Influence on Technological Knowledge examining mentorship impacts on technology skills, and Predictors of Technology Integration identifying factors enabling effective classroom technology use. These projects directly inform her program leadership and teacher training approaches.

Laura Morelloمشاهده پروفایل

استادیار

• Psychometric Instrument Development
• Scale Validation
• 21st-Century Skills
• +۳ مورد دیگر

Laura Morello is an Assistant Professor in the Educational Leadership Doctoral Program at the School of Education, University of Bridgeport. Her work focuses on psychometric instrument development, scale validation, and advancing 21st-century skills through frameworks like Universal Design for Learning (UDL). Education: Doctor of Educational Leadership, University of Bridgeport (2024) Sixth Year Educational Leadership, Central Connecticut State University (2019) Master of Arts in Curriculum and Instruction, University of Connecticut (2006) Bachelor of Science in Elementary Education, University of Connecticut (2005) Laura’s research centers on creating and validating the Skills Self-Efficacy Scale for Adolescents (SSES-A), which measures competencies like problem-solving and critical thinking. She is currently expanding this work to adults and investigating UDL implementation in higher education. Her publications reflect a strong emphasis on educational measurement and accessibility. Laura teaches courses including Program Evaluation, International Education, and Grant Writing. She previously contributed to the Council for the Accreditation of Educator Preparation (CAEP) team, developing expertise in data analytics and program accreditation, and serves on the University IRB Committee for ethical research oversight.

• Income Distribution
• Labor Economics
• Education Economics
• +۴ مورد دیگر

Prof. Dr. Martin Biewen is a Full Professor of Statistics, Econometrics and Quantitative Methods at the University of Tübingen 's Faculty of Economics and Social Sciences. Since 2023, he serves as Scientific Director of the Institute for Applied Economic Research (IAW Tübingen) and is a member of the Cluster of Excellence - Machine Learning for Science. His research spans income distribution , labor economics , education economics , and microeconometrics , with recent work applying machine learning to inequality analysis. PhD, University of Heidelberg (2000) Habilitation, University of Mannheim (2005) His methodological innovations include bootstrap inference for inequality measurement and Stata implementations of decomposition techniques. He has served on multiple advisory boards including the German Federal Ministry of Labour and Social Affairs and the German Economic Association 's standing committees. Current grants include DFG Priority Programme 1764 and leadership roles in the LEAD Graduate School. Articles demonstrate expertise in minimum wage impacts , wealth inequality , and gender gaps in economic literacy . He has developed statistical software packages for Stata and R used in inequality analysis across 20+ journals.

Jason Braaschمشاهده پروفایل

دانشیار

• Critical Thinking
• Reading Comprehension
• Source Evaluation
• +۵ مورد دیگر

Jason Braasch serves as an Associate Professor in the Department of Learning Sciences at Georgia State University's College of Education and Human Development. He maintains an active affiliation with the university's Adult Literacy Research Center, contributing to interdisciplinary initiatives focused on literacy development. His academic preparation includes: Ph.D. in Psychology, University of Illinois at Chicago (2009) M.A. in Psychology, University of Illinois at Chicago (2006) B.A. in Psychology, University of Wisconsin-Milwaukee (2001) Dr. Braasch's research program centers on critical thinking processes during internet-based reading, with particular emphasis on source evaluation mechanisms and individual differences in learning. His work investigates how readers assess content credibility, navigate conflicting information, and develop strategies for discerning trustworthy sources. This research has direct implications for educational interventions aimed at improving digital literacy across diverse learner populations. Analysis of his recent publications (2021-2025) reveals consistent focus on multiple source comprehension, particularly regarding health-related controversies (e.g., vaccination debates), belief-driven processing biases, and contextual factors affecting conflict detection. His scholarship demonstrates increasing integration of epistemic cognition frameworks with practical classroom applications, showing how intellectual humility and mindset theories influence information processing. Dr. Braasch has secured external research funding from prominent organizations including the Spencer Foundation and Facebook, supporting his investigations into internet literacy and critical reading development. As an active researcher within the Adult Literacy Research Center, he contributes to advancing evidence-based practices for literacy instruction while mentoring graduate students in learning sciences methodology and research design.

Heidi Diefes-Duxمشاهده پروفایل

استاد

• Engineering Education Research
• Authentic Learning Activities
• Standards-Based Assessment
• +۲ مورد دیگر

Heidi Diefes-Dux is Professor of Engineering Education at the University of Nebraska-Lincoln, specializing in discipline-based education research within the College of Engineering. Her scholarship develops evidence-based approaches for authentic engineering education across K-16 environments, particularly through model-eliciting activities and standards-based assessment frameworks. Educational background includes: Ph.D. Agricultural and Biological Engineering (Purdue) M.S. Food Science (Cornell) B.S. Food Science (Cornell) Research foci: Authentic engineering activity design Standards-based grading efficacy Early engineering concept development STEM education translation mechanisms Publication trends reveal sustained investigation into assessment methodologies, with works exploring reflection practices, grading system impacts, and peer review calibration. Research shifts show increasing focus on temporal factors in learning and conceptual frameworks for engineering foundations. Academic leadership includes coordinating first-year engineering programs and developing unified Ph.D. specializations in engineering education research. Laboratory groups pioneer model-eliciting activities connecting authentic engineering problems with classroom practice.

• Medication Safety
• Health Services Research
• Patient Safety
• +۴ مورد دیگر

Dr Ryan McMullan is a Research Fellow at Macquarie University's Australian Institute of Health Innovation (AIHI), specifically in the Centre for Health Systems and Safety Research. He joined in 2018, focusing on improving hospital staff experiences and patient safety through experimental and observational research methods. His work spans medication safety, healthcare workflow optimization, and professional accountability culture change. Education: BA (Hons) and PhD in Psychology from Western Sydney University (2008-2016). His research uses mixed methods including cross-sectional surveys, simulation studies, and qualitative interviews. Key projects include evaluating electronic health record usability in intensive care units and studying the impact of co-worker unprofessional behavior on patient safety. Research interests include distractions in clinical settings, cost-benefit analyses of healthcare interventions, and non-technical skills training for surgical teams. He has authored 29 publications and led projects like the Medication Safety Evidence Briefings (2021). Awards: Dean's Doctoral Award (2017), MQ Professional Staff Grant (2019), and a European Social Psychology Summer School Travel Award (2014). He currently chairs a committee within the Australian Institute of Health Innovation.

Alana D Newellمشاهده پروفایل

استادیار

• Educational Research
• STEM Education
• Curriculum Development
• +۶ مورد دیگر

Alana D Newell is an Assistant Professor in the Department of Education, Innovation and Technology at Baylor College of Medicine, with a dual role as Assistant Director of the Center for Educational Outreach. She specializes in educational research, curriculum design, and evaluation methodologies, focusing on K-12 and post-secondary education. Her work emphasizes robust study designs, data analysis, and adapting assessment tools for diverse learners. She has collaborated on over 20 projects, including nine as an internal evaluator for curriculum development initiatives. Education: PhD in Measurement, Quantitative Methods, and Learning Sciences (University of Houston) MEd in Education (University of Houston) BA in Sociology (Rice University) Research Interests: Dr. Newell’s research spans educational evaluation, science curriculum design, and the psychometric properties of affective measures (e.g., science attitudes). She explores how interdisciplinary approaches—such as integrating visual arts into medical training or using pandemic case studies in STEM classrooms—enhance learning outcomes. Her work often addresses equity in education, particularly through initiatives targeting underrepresented groups in HIV research and medical fields. Publications: Her articles reflect a focus on curriculum frameworks (e.g., Understanding by Design®), health education interventions, and DEI initiatives. Recent work highlights pandemic-driven educational adaptations and the role of simulation-based training in medical education. Awards/Grants: Though no explicit awards are cited, her contributions to the BCM Master Teachers Fellowship Program (Co-Director since 2018) and CFAR DEI initiatives demonstrate sustained institutional and collaborative impact. She has secured funding for multi-institutional projects in HIV education and biomedical training. Labs/Teams: Active within the Baylor College of Medicine’s Center for Educational Outreach, she collaborates with faculty on programs like the Radiology-TEACHES simulation framework and the ALL for Science curriculum. Her work bridges academic, clinical, and community education sectors.

• Educational Measurement
• Meta-Analysis
• Statistical Methods
• +۳ مورد دیگر

Ariel M. Aloe is a Professor of Educational Measurement and Statistics and currently serves as the Interim Associate Dean for Research in the College of Education at the University of Iowa. He holds affiliations in the Department of Psychological and Quantitative Foundations and the Office of the Dean (Administration) . His research focuses on meta-analytic methods, statistical synthesis, and educational measurement, with a particular emphasis on improving evidence-based practices in education and psychology. Aloe earned his BA in Physical Education from the Universidad de Flores, followed by an MA in Educational Psychology from Loyola University Chicago. He completed his MS in Statistics and PhD in Measurement and Statistics at Florida State University. His professional memberships include the National Council on Measurement in Education (NCME), American Educational Research Association (AERA), American Statistical Association (ASA), and Society for Research Synthesis Methodology (SRSM). His work emphasizes advancing statistical methodologies for synthesizing research evidence, particularly in quasi-experimental designs and meta-analytic frameworks. Aloe has led grants such as the National Science Foundation-funded project on partial effect sizes , demonstrating expertise in bridging quantitative methods with applied educational research. His publications span topics like ADHD treatment efficacy, summer reading program outcomes, and measurement invariance in intersectional groups.

Carlianne Patrickمشاهده پروفایل

پژوهشگر

• Economic Development
• Public Finance
• Urban Policy
• +۳ مورد دیگر

Dr. Carlianne Patrick is an affiliated researcher with the Urban Studies Institute (USI) at Georgia State University, and holds additional affiliations with the Fiscal Research Center and the Center for State and Local Finance. She received her Ph.D. from The Ohio State University in 2012. Her research focuses on economic development policy, tax incentives, urban fiscal systems, and the intersection of public policy with labor market dynamics. She has conducted extensive work evaluating state-level tax credits, agglomeration effects in industrial clusters, and the socioeconomic impacts of urban planning policies. Her academic contributions span topics such as age-based property tax exemptions, the role of historic preservation in urban revitalization, and gender role attitudes influencing occupational choices. Dr. Patrick’s work frequently examines the efficacy of non-tax economic development tools and their implications for regional competitiveness. She is also involved with the Housing and Community Development Lab and Micromobility Lab at USI, exploring innovative solutions for equitable urban development. Despite her prolific research output, she has not yet been noted for specific scientific awards in the provided texts. In terms of advising and grants, while no specific advisees or grant details are listed, her research projects imply involvement in collaborative policy evaluations and data-driven urban studies initiatives. Her interdisciplinary approach bridges economics, public policy, and urban sociology, addressing contemporary challenges such as economic resilience in downturns, informality in global markets, and the spatial distribution of economic opportunities.

Jennifer Hurleyمشاهده پروفایل

دانشیار

• Early Childhood Special Education
• Early Intervention
• Cultural and Linguistic Diversity
• +۳ مورد دیگر

Jennifer Hurley is an Associate Professor of Early Childhood Special Education at the University of Vermont's College of Education and Social Services. She holds a Ph.D. from Vanderbilt University and an M.A.T. from Trinity University. Her work focuses on early intervention for marginalized populations, including refugees and families experiencing homelessness. She has received significant federal funding through the U.S. Department of Education Office of Special Education Programs (OSEP), including a $1.25M grant for interprofessional education (IPE) projects (2019-2024). Dr. Hurley's research emphasizes cultural and linguistic diversity in special education, with a focus on adapting early childhood programs for refugee and homeless communities. She has developed innovative teacher preparation programs addressing the unique needs of children with disabilities in these contexts. Her grants include a 2013-2018 initiative preparing undergraduate early interventionists and a 2009-2014 master's-level program for special educators, totaling over $2M in OSEP funding. Awards: Joseph A. Abruscato Award for Excellence in Research (2015) Joan Bordon Award for Parent Contributions (2016) Education Alliance Fellow at Brown University (2010-2012) Her advising and grant activities include serving as Principal Investigator (PI) on multiple OSEP grants. Recent research explores how teacher training programs can better equip educators to address intersectional challenges faced by refugee and homeless children with disabilities. She also investigates effective collaboration models during Individualized Education Program (IEP) meetings in multicultural contexts. Dr. Hurley's work is conducted through interdisciplinary teams, reflecting her commitment to interprofessional education. She collaborates with community organizations to implement evidence-based practices in real-world settings, emphasizing practical solutions for systemic barriers in early childhood education.

Lori Erbrederis Meyerمشاهده پروفایل

دانشیار

• Special Education
• Early Childhood Education
• University-Community Partnerships
• +۴ مورد دیگر

Lori Erbrederis Meyer is an Associate Professor of Special Education at the University of Vermont’s College of Education and Social Services. Her research centers on young children’s physical development, disparities in developmental screening, and equitable early childhood policies co-created with diverse families and communities. Dr. Meyer’s work addresses structural barriers for marginalized children through interdisciplinary collaboration. She teaches courses such as Assessment in EI/ECSE, Curriculum in EI/ECSE, and Birth–Age 6 Early Childhood Practices, emphasizing inclusive education frameworks. Ph.D. in Special Education from the University of Illinois, Urbana-Champaign Her recent publications focus on physical activity in preschoolers, inclusive teacher preparation, and strategies for supporting children with disabilities. Themes include universal design, remote learning, and community engagement. Dr. Meyer has received prestigious honors, including the Outstanding Doctoral Student Medalist from the University of Illinois Education Alumni Association and the J. David Sexton Doctoral Student Award from the Division for Early Childhood.

• Digital Behavioral Health
• Clinical Psychology
• Behavior Change Interventions
• +۷ مورد دیگر

Marilisa Boffo is an Associate Professor in Clinical Psychology and Digital Behavioral Health at the Faculty of Social and Behavioral Sciences, Erasmus University Rotterdam. Her work bridges clinical psychology and technology, focusing on designing digital interventions for behavior change. She leads the Wellbeing and Virtual Environments Lab (Wave Lab), an interdisciplinary team merging behavioral science, design, and technology to promote positive behavioral change. She coordinates the Health Psychology and Digital Interventions master’s track and teaches courses like Design of Digital Interventions . Additionally, she serves as Academic Leader of the EUR Student Wellbeing Program, a university-wide initiative supporting student wellbeing. Dr. Boffo holds a PhD in Clinical Psychology from the University of Amsterdam, where her research focused on implicit measures in psychopathology. Her applied research spans over a decade, emphasizing digital technology’s role in addressing addiction (e.g., alcohol, gambling) and mental health. Key collaborations include projects with the Technological University of Delft, mental health institutions, and serious games companies like &RanJ. Her research interests center on leveraging digital tools like virtual reality (VR) and mobile apps for health promotion, addiction prevention, and wellbeing. Recent work explores VR’s impact on tobacco prevention messaging and the design of player-tailored responsible gambling frameworks. She has secured significant funding, including a 2024 Large Grant from the International Center of Responsible Gaming for innovative gambling research. Publications highlight her expertise in cognitive bias modification (CBM), neurocognitive mechanisms of addiction, and the efficacy of digital interventions. She advocates for interdisciplinary approaches, blending behavioral science with technology to create scalable solutions for mental health and addiction challenges. Teaching and mentorship are central to her role, with a focus on equipping students with skills in digital intervention design and research methods. Her grants and awards reflect her commitment to advancing evidence-based digital health innovations.

Richard Goossensمشاهده پروفایل

استاد

• Healthcare Design
• Human-Centered Healthcare
• Medical Device Design
• +۷ مورد دیگر

Prof. Richard Goossens is a Professor of Physical Ergonomics at Delft University of Technology (TU Delft), leading the Convergence Health & Technology initiative aimed at revolutionizing healthcare through interdisciplinary collaboration between medical, engineering, and social sciences. He focuses on proactive healthcare strategies, lifelong health management, and socio-economic equality in care delivery. His leadership has driven over 90 projects, involving 1,200 scientists and 150+ partnerships, fostering innovation in health technology and education. He chairs TU Delft Health Initiative (since 2017) and was the 2022–2024 Chair of the 4TU.Health Centre, a Dutch inter-university alliance for patient-centered healthcare innovation. Education: He established the Medisign track within TU Delft’s Industrial Design Engineering master’s program in 1998, producing 1,200+ alumni. Teaches courses like Biomechanics of Product Use and Medical Design . Research Interests: Design innovation for healthcare, co-creation with patients/professionals, and projects such as Surgeons Cockpit (surgical performance), HIPP (orthopedic patient care vision), and Consultation Room of the Future (reimagining clinical processes). Awards include the 2020 Knight in the Order of the Lion of the Netherlands for academic contributions. Publications: Recent work focuses on digital health, patient experience design, and ergonomic innovations. Notable areas include machine learning for colorectal cancer analysis and telemedicine optimization. Collaborations: Adjunct Professor at Monash University and contributor to Jiangnan University’s Medisign program. Leads a vibrant ecosystem connecting researchers, clinicians, and entrepreneurs to advance healthcare systems.

Helen Littleمشاهده پروفایل

مدرس ارشد

• Early Childhood Education
• Outdoor Play
• Child Development
• +۳ مورد دیگر

Helen Little is a Senior Lecturer in Early Childhood in the School of Education at Macquarie University, where she has been since 2001. Prior to this, she worked as an early childhood teacher in Sydney's preschools and primary schools. Her research focuses on individual, social, and environmental factors influencing children’s engagement in risk-taking during outdoor play, particularly how outdoor environments and teaching practices shape these experiences. She teaches courses on outdoor learning, child development, and early childhood pedagogy at both undergraduate and postgraduate levels, emphasizing physical and motor development. Helen is a member of Early Childhood Australia, Play Australia, and the International Play Association, and holds PARS Playwork Practice qualifications. Her key research projects include studying pandemic impacts on children’s outdoor activities (China-Australia collaboration), exploring toddlers’ rituals through risky play, and evaluating urban initiatives like Play Streets. She leads or co-leads projects such as 'Intentional Teaching to Promote Risk Competency' (2024–2027) and 'Facilitators or Barriers: Influence of COVID-19 on Outdoor Activity' (2021–2024). Her work bridges theory and practice, advocating for balanced approaches to risk and safety in children’s play environments. Teaching responsibilities include coordinating and lecturing in units like EDST2550 (Outdoors as a Learning Environment) and ECHE6020 (Early Childhood Development). Helen’s articles highlight trends in risky play research, pandemic-related restrictions on outdoor access, and innovative methods to assess risk experiences. She emphasizes outdoor pedagogy’s role in fostering holistic child development and collaborates internationally on projects addressing climate change and community engagement. Her involvement in the Lifespan Health and Wellbeing Research Centre underscores her commitment to interdisciplinary work on child health and wellbeing. Helen’s projects often address practical challenges, such as redesigning play spaces and navigating neighborhood opposition to urban play initiatives, while advocating for policies that prioritize children’s active outdoor experiences.