جست‌وجوی استاد و پژوهشگر

Meredith Powers Francoمشاهده پروفایل

پژوهشگر

• Culturally Responsive Practices
• Equity in Education
• Classroom Climate Measurement
• +۳ مورد دیگر

Meredith Powers Franco is a Research Scientist at the University of Virginia’s Youth-Nex Center within the School of Education and Human Development. She specializes in culturally responsive practices, equity, and disproportionality in education, working with the Preventive Interventions Team (PIT-CREW) to develop and evaluate programs addressing systemic inequities. Franco holds a Ph.D. in Clinical and School Psychology from UVA (2023), alongside multiple advanced degrees from UVA and the University of Maryland. Her research focuses on measuring classroom climates and equity-supportive practices through observational and survey methodologies. Notable contributions include the development of the CARES classroom observation tool and systematic reviews of culturally responsive pedagogy assessment methods. Franco’s work emphasizes psychometric rigor and intersectional approaches to educational equity. Recognition includes the APA’s Outstanding Dissertation Award for her work on culturally responsive practices validation, Start with Equity Fellowship, and multiple state/national honors as a top graduate student and practitioner. She has published in journals like Review of Educational Research and explores topics ranging from tribal school mental health to neurodiverse gender identities.

Jocelyn Riosمشاهده پروفایل

استادیار

• Equity in Mathematics Education
• Culturally Responsive Curriculum
• Multilingual Students in STEM
• +۳ مورد دیگر

Jocelyn Rios is an Assistant Professor in the Department of Mathematical Sciences at the University of Northern Colorado (UNC), within the College of Natural and Health Sciences. She specializes in equity-focused mathematics education, particularly addressing the needs of multilingual students and Hispanic-serving institutions (HSIs). Her work explores language, identity, and active learning strategies in post-secondary math classrooms. She co-organizes Cafecito con Matemática, a bilingual family math outreach program. Education: Ph.D. (Mathematics), University of Arizona M.S. (Mathematics), University of New Mexico B.A. (Mathematics), Colorado State University-Pueblo Research Interests: Her research centers on culturally responsive pedagogy, place-based curricula, and the intersection of language and mathematics education. She investigates how multilingual students of color navigate collaborative learning environments and advocates for inclusive teaching practices at HSIs. Recent projects include developing a precalculus curriculum tailored to dual-enrollment programs in the Southwest. Publications: Her work emphasizes multilingual students' experiences in mathematics classrooms, teaching methods in calculus recitations, and critical frameworks like QuantCrit. Key themes include equity, power dynamics, and the role of language in STEM education. Advising & Grants: No specific grants or advisees listed. Her professional service includes organizing community outreach initiatives like Cafecito con Matemática, which combines culturally relevant math activities with family engagement. Labs/Teams: Collaborates with interdisciplinary teams on equity research in mathematics education, including partnerships with dual-enrollment programs and community organizations.

• Educational Statistics
• Quantitative Research Methods
• Educational Equity
• +۴ مورد دیگر

Sean Demack is the Deputy Head of the Sheffield Institute of Education Research & Knowledge Exchange (SIRKE) at Sheffield Hallam University. As a social statistician, he specializes in quantitative research with a focus on educational equality, equity, and the critical application of statistical methodologies. He has expanded SIRKE’s quantitative team from 2 to 6 members, securing £4 million in funding from governmental What Works centres like the Education Endowment Foundation (EEF) and Youth Endowment Fund (YEF). His research spans Randomized Controlled Trials (RCTs) in educational settings, the development of QuantCrit (a critical race theory framework for quantitative analysis), and critiques of statistical practices in educational equity. He has designed over 15 RCTs and published extensively on ethnic disparities in education, classroom-level data clustering, and methodological innovations. Co-authored the internationally influential Routledge 'How to QuantCrit' book (2025) Organized the Radical Statistics conference (2023) and involved in its 50th-anniversary planning (2025) Regularly reviews for journals and What Works centres His work has been cited widely and has shaped debates on educational RCT design and racial disparities in degree attainment.

Michael Russellمشاهده پروفایل

استاد

• Educational Measurement
• Systemic Racism
• Critical Race Theory
• +۳ مورد دیگر

Michael Russell is a Professor in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. His research focuses on systemic racism and white supremacy in educational measurement, with a recent book titled Systemic Racism and Educational Measurement . He critiques the White Racial Frame's influence on quantitative methods and explores alternatives like Critical Race Theory and Rectificatory Justice. He contributed to NEPC Reviews, including a 2024 analysis of course selection in high school transcripts using Item Response Theory. His work bridges educational measurement with social justice, emphasizing equity in assessment practices. Key Publications: Systemic Racism and Educational Measurement (book), NEPC Review on High School Transcripts (2024). Expertise: QuantCrit, Intersectionality, and reforming educational metrics.

Pamela Morrisonمشاهده پروفایل

مدرس ارشد

• Nursing Education
• Employability
• Equality and Diversity
• +۵ مورد دیگر

Pamela Morrison is a Senior Lecturer in Adult Nursing at Sheffield Hallam University, where she has been employed since 2007. She is affiliated with the School of Health and Social Care within the College of Health, Wellbeing and Life Sciences. Her roles include Year 1 Lead for the MSc Adult and Mental Health Nursing courses, Employability Lead, and Link Lecturer for multiple NHS Trusts including Chesterfield Royal Hospital, Derbyshire Community Health Services, and Sherwood Forest Hospitals. Her educational background includes an MSc and BSc Hons, and she is a Registered General Nurse (RGN) with extensive clinical experience across Scotland and Yorkshire. Her clinical specialties encompass surgical nursing, anaesthetics, trauma care, asepsis, and infection control, having previously served on Glasgow's shock team and as Urology Sister at St James in Leeds. Morrison's research focuses on critical issues in nursing workforce transition: Impact of race and gender on nursing employability Application of QuantCrit methodology in healthcare education Equality and diversity frameworks in NHS workforce development Critical race theory applications in nursing education Widening participation in healthcare professions As a doctoral researcher at the Sheffield Institute of Education, her thesis examines "Graduate Employability: Impact of Race & Gender in Nursing using 'Quantcrit' mixed methods," employing critical race theory, intersectionality, and QuantCrit as theoretical frameworks. Her academic service includes: Reviewer for Pastoral Care in Education Journal Conference committee member for SLoE doctoral conferences (2021-2025) Member of university academic integrity steering group Chair for ACP procedures Committee member of staff disability network Morrison actively manages nursing careers fairs and provides comprehensive student support for job applications and interview preparation. She serves as an MSc dissertation supervisor and has developed multiple modules across undergraduate and postgraduate nursing programs, including the Level 7 Part 2 placement module, Fundamentals of Nursing, and Nursing Leadership modules.

Christen Priddieمشاهده پروفایل

پژوهشگر

• Black Students in STEM
• Anti-blackness in STEM Education
• Black Women in Higher Education
• +۲ مورد دیگر

Christen Priddie is an Assistant Research Scientist at Indiana University Bloomington, working with the National Survey of Student Engagement in the Center for Postsecondary Research within the School of Education. Her educational background includes: Ph.D. in Higher Education, Indiana University Bloomington M.S. in General Psychology, Virginia State University B.A. in Psychology, San Diego State University Dr. Priddie's research focuses on examining diversity, equity, inclusion, and anti-blackness in STEM fields for Black STEM students, with particular emphasis on Black women's experiences across multiple levels of higher education. She employs Quantitative Critical Race Theory (QuantCrit) as a methodological framework to rigorously analyze race and racism through quantitative data, bridging critical race theory with empirical research methodologies in education.

• School Psychology
• QuantCrit Methodologies
• Child Development
• +۳ مورد دیگر

Stephanie Grant is an Assistant Professor in the Department of Psychology at Xavier University of Louisiana. Her work focuses on critical methodologies in school psychology, decolonizing research practices, and understanding resilience among marginalized youth populations. She has published extensively on topics including QuantCrit frameworks, the impact of adverse childhood experiences, and evidence-based interventions for students with ADHD. Dr. Grant’s research emphasizes culturally responsive approaches to psychological assessment and intervention, particularly in educational settings. Her work challenges traditional paradigms in school psychology by integrating critical race theory, postcolonial perspectives, and community-centered methodologies. Her publications from 2010–2023 reflect a trajectory toward addressing systemic inequities in education and mental health support structures. While no awards are explicitly listed, her focus on underrepresented groups suggests potential engagement with advocacy-oriented recognition programs. No advising or grant information is currently available in the provided materials. She maintains an active research agenda centered on developing validated screening tools and culturally adaptive practices in psychology.

• Racial Justice
• Disability Justice
• Health Equity
• +۶ مورد دیگر

Danielle Mireles is an Assistant Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. As an interdisciplinary scholar-activist, their work bridges racial justice, disability studies, and health equity. They focus on disability critical race theory, carceral ableism, and disability futurities, centering Black and Brown disabled students' lived experiences. Mireles earned a B.A. in Deaf Studies from California State University, Northridge, and M.A./Ph.D. in Education with a concentration in Education, Society, and Culture from the University of California, Riverside. Their research explores systemic inequities in higher education, particularly for marginalized disabled communities. Recent publications highlight critiques of structural barriers, historical analysis of campus cultures, and reimagining inclusive educational frameworks. Their work spans topics like QuantCrit analysis, Indigenous land acknowledgment in HSI institutions, and decolonizing pedagogy for Deaf communities.

Sauro Civitilloمشاهده پروفایل

استادیار

• Educational Psychology
• Social Psychology
• Developmental Psychology
• +۷ مورد دیگر

Sauro Civitillo is an Assistant Professor of Interdisciplinary Social Science at the European Research Centre on Migration and Ethnic Relations (ERCOMER), Utrecht University. His work bridges educational, developmental, and social psychology, focusing on how teaching practices and school contexts influence youth development and academic success. Key research themes include culturally responsive teaching, teacher training, and addressing racial/ethnic discrimination in schools. Education: Ph.D. in Education, University of Potsdam MSc Research, Radboud University Nijmegen M.A., University of Groningen B.A. and M.A. in Education, La Sapienza University, Rome Research Interests: Exploring equity in multicultural classrooms Teacher professional development for diversity School climate and student resilience Racial and ethnic discrimination dynamics Migration's societal impact Publications trends show a focus on: QuantCrit methodologies for ethno-racial heterogeneity Culturally responsive teaching efficacy Discrimination's daily impact on school engagement Systematic reviews on discrimination-student outcome links Advising & Grants: No formal advisees listed. Research has been published in top journals including Journal of Educational Psychology and Teaching and Teacher Education . His work is funded through standard academic research channels. Labs/Teams: Active member of ERCOMER, collaborating on interdisciplinary projects addressing migration, cultural diversity, and societal change.

Rosario Marroquin-Floresمشاهده پروفایل

استادیار

• Education Research
• STEM Equity
• Developmental Biology
• +۳ مورد دیگر

Rosario Marroquin-Flores is an Assistant Professor in the Department of Biology at James Madison University (JMU), joining in 2024. Her research focuses on Discipline-based Education Research (DBER), applying critical lenses to improve STEM education equity and student learning experiences through culturally responsive pedagogy. She also investigates biological mechanisms, particularly temperature effects on gene expression and developmental processes in organisms with temperature-dependent sex determination. Education: PhD in Biology, 2022, Illinois State University BS in Biology, 2015, University of New Mexico Research Interests: Equity in STEM education via community cultural wealth frameworks Thermal biology and environmental stress impacts on development Molecular mechanisms of sex determination in reptiles Publications highlight interdisciplinary work blending education research with ecological and genetic studies. Recent work emphasizes QuantCrit approaches in educational measurement and climate adaptation biology. No scientific awards explicitly mentioned, but her work aligns with emerging trends in equity-focused STEM research and thermal ecology. Advising and grants: No specific details provided in source text. Likely engaged in undergraduate research mentoring given her focus on education research. Labs/Teams: Affiliated with JMU's Biology Department research groups, though specific lab names not mentioned.

Christy Brownمشاهده پروفایل

دانشیار بالینی

• Applied Statistical Methods in Education
• Statistics Education
• Diagnostic Classification Models
• +۳ مورد دیگر

Christy Brown is a Clinical Associate Professor of Quantitative Methodology in the Department of Education and Human Development (EHD) at Clemson University's College of Education. As founding director of the EHD Quantitative Clinic, she provides statistical support for educational research and has secured $11.45 million in grant funding from the NSF and US Department of Education. Ph.D. in Quantitative Methods in Educational Psychology (University of Georgia, 2013) M.S. in Statistics (University of Georgia, 2010) B.S.Ed. in Mathematics Education (University of Georgia, 2004) Her research focuses on applied statistical methods in education, including diagnostic classification models , item response theory , and data science in education . She advocates for inclusive quantitative practices through Quantitative Critical Theory (QuantCrit) and emphasizes conceptual understanding in statistics education via active learning approaches. Key contributions include: Developing a flipped classroom model for graduate statistics courses Leading AP Statistics Summer Institutes as College Board-endorsed AP Consultant Collaborating on educational research published in top-tier journals like Reading Research Quarterly Scientific Awards : 2018 College of Science Excellence in Teaching award 2021 College of Education Excellence in Service award 2023 College of Education Excellence in Teaching award finalist

Claudia Dunnمشاهده پروفایل

استاد مهمان

• Social Emotional Learning
• Educational Equity
• Special Education
• +۴ مورد دیگر

Dr. Claudia Dunn serves as a Visiting Professor at San Diego State University with dual appointments in the Department of Dual Language and English Education and the Department of Special Education. A leading researcher in social-emotional learning and educational equity, she champions culturally responsive strategies to empower immigrant parents of children with disabilities and foster resilient, inclusive learning environments for vulnerable student populations. Her educational background includes: Ph.D. in Educational Psychology from Texas A&M University M.Ed. in Educational Psychology from Baylor University J.D. (Juris Doctor, Magna Cum Laude) from Universidad La Concordia, Aguascalientes, México Dr. Dunn's research centers on Social Emotional Learning (SEL), educational equity, and special education for culturally and linguistically diverse (CLD) communities. She investigates barriers faced by immigrant parents in special education processes and develops interventions to enhance mental health and academic success through culturally responsive teaching. Her work bridges bilingual education, disability studies, and family advocacy to address systemic inequities. Recent publications (2022-2024) reveal a consistent focus on equity-driven special education research. Key contributions include examining cultural navigators in early childhood settings, DisCrit-informed transition planning, telepractice efficacy for autism and intellectual disabilities, and bilingualism in ASD. These studies collectively advance methodologies for inclusive education across diverse contexts. Notable awards recognizing her excellence include: 2023 Outstanding Faculty Award, Department of Dual Language and English Education, SDSU 2022 Inclusive Excellence Fellowship, San Diego State University 2021 College of Education and Human Development Distinguished Honor Graduate, Texas A&M University 2020 Best Poster Presentation Award, Developmental Disabilities Conference Dr. Dunn actively mentors graduate students in special education and bilingual education, with research supported by competitive awards such as the College of Education and Human Development Strategic Research Award (2020-2021) and the Inclusive Excellence Fellowship (2022). Her collaborative projects emphasize community engagement and practical applications for educators serving diverse learners.

Marie L. Tanakaمشاهده پروفایل

مدرس

• Educational Psychology
• School Psychology
• Racial and Ethnic Minority Studies
• +۴ مورد دیگر

Marie L. Tanaka is a Lecturer in the Department of Counseling and School Psychology at San Diego State University. A multilingual Japanese-Korean American daughter of immigrants, she is a Nationally Certified School Psychologist (NCSP) and licensed psychologist in California with extensive experience teaching newcomer immigrant students, including a Fulbright scholarship for international teaching. Her educational background includes: Ph.D. in School Psychology from the University of Arizona (minor: Social, Cultural, Critical Theory) Dual B.A. degrees in Psychology and Literary Arts from Brown University Dr. Tanaka's research critically examines: How middle school teachers perpetuate raciolinguistic paradigms that undermine racially minoritized newcomer students The 'invisible work' and systemic barriers faced by Black Indigenous Women of Color (BIWOC) in doctoral programs Her recent publications demonstrate a cohesive trajectory applying Critical Race Theory to school psychology, with increasing methodological sophistication through QuantCrit frameworks. This work reveals how well-intentioned educational practices reproduce inequity through hidden curricula and unconscious bias. Dr. Tanaka's scholarly recognition includes: Fulbright Scholarship for international teaching National certification as a School Psychologist (NCSP) California psychologist licensure As a Lecturer, she mentors future psychologists in critical approaches to educational equity. Her collaborative publication pattern indicates active research teams addressing systemic issues in school psychology training and practice. Dr. Tanaka's work bridges clinical practice, teacher education, and doctoral training through an unflinching lens on race, language, and power.