جستجوی استاد راهنمای دانشگاهی

Graham Healy is Assistant Professor and COMSCI Programme Board Chair at Dublin City University's School of Computing. His research develops hybrid human-computer interaction systems using bioelectric signals (EEG), eye-tracking, and machine learning. Current projects include the CASTLE multimodal dataset, AMBER BCI dataset for naturalistic settings, and DERCo EEG-reading comprehension corpus. Dr. Healy creates interactive retrieval systems like VEAGLE (eye gaze-assisted video browsing) and LifeInsight (lifelog search engine), winning competitive evaluations at Video Browser Showdown and Lifelog Search Challenge events. His neuroergonomics research investigates pre-stimulus EEG for predicting driver reaction times, while health informatics projects develop machine learning models for early gestational diabetes prediction using electronic health records. With PhD expertise in brain-computer interfaces from DCU, Dr. Healy's work spans experimental neuroscience, information retrieval, and clinical applications. Recent publications address reproducibility challenges in medical AI and validate diagnostic coding in electronic health systems. His NeuroScore framework evaluates GAN performance using neural responses, advancing quality assessment in synthetic media.

• Human-Computer Interaction
• Brain-Computer Interfaces
• Eye-Tracking Systems
• +۳ مورد دیگر

Christopher Schatschneider is a Professor of Psychology at Florida State University (FSU) and serves as Associate Director of the Quantitative Methodology and Innovative Division at the Florida Center for Reading Research (FCRR). His research focuses on educational psychology, learning disabilities, and quantitative methods, with particular emphasis on reading and language comprehension. He leads initiatives in research design, statistical methodology, and measurement, contributing to evidence-based interventions in education. Dr. Schatschneider’s work emphasizes data-driven approaches, including universal screening methods, educational data sharing, and the application of advanced statistical techniques. He collaborates on projects addressing disparities in reading disability identification, early childhood interventions for autism spectrum disorder, and optimizing teacher practices through data-based individualization. His research spans K-12 and postsecondary education, with a commitment to translational science and community impact. Recent publications highlight his expertise in educational measurement, morphological instruction, and the intersection of genetics and learning. He co-developed the LDbase data repository to foster collaborative research in learning disabilities. His work often bridges quantitative rigor with practical educational applications, such as improving reading interventions and reducing inequities in student support systems.

• Educational Psychology
• Learning Disabilities
• Quantitative Methods
• +۳ مورد دیگر

Dr. Donna Cooner is a Professor in the School Leadership Education Department at Colorado State University's School of Education. She specializes in educator preparation, principal leadership, and professional development school frameworks. Her research focuses on improving teacher and principal training programs, particularly through collaboration between universities and schools. Dr. Cooner previously served as Director of Teacher Preparation (2006-2015) and currently advises doctoral students in educational leadership. She actively contributes to accreditation bodies like CAEP and TEAC. Her academic work emphasizes crisis leadership, stress management for new administrators, and clinical partnership models. Published over 20 children's books and authored YA novels like SKINNY and CAN'T LOOK AWAY Recipient of ALA's Best Young Adult Fiction Award, BEA's Buzz Book recognition, and Bankstreet College honors 2017 & 2014 Spirit of Texas High School Featured Author Her recent publications explore leadership during the pandemic, transformational leadership theories, and outcomes of International Baccalaureate programs. Cooner's work bridges practical educational administration with creative writing for youth audiences.

• Educator Preparation
• Principalship Studies
• Teacher Education
• +۳ مورد دیگر

Dr. Ann D. David is an Associate Professor at the University of the Incarnate Word , specializing in Curriculum and Instruction . She serves as the Director of QEP Faculty Development, focusing on improving undergraduate reading comprehension across disciplines. Texas Council of Teachers of English Language Arts Chair (Preservice Teacher Development Section) Codirector of the San Antonio Writing Project Chair of the National Council of Teachers of English Standing Committee Against Censorship Her research examines censorship impacts , secondary writing instruction , and literacy education . Recent work explores censorship mitigation strategies and preservice teacher engagement with writing processes. Notable awards include: 2022 University Teacher of the Year (Texas Council of Teachers of English Language Arts) 2022 UIW Piper Professor 2022 UIW Mission Continues Award for Faith Service She holds a Ph.D. and M.A. in Curriculum and Instruction (Language and Literacy Studies) from The University of Texas at Austin, and a B.A. in English from the University of Notre Dame.

• Language and Literacy Studies
• Censorship in Education
• Secondary Writing Instruction
• +۱ مورد دیگر

Dr. Natasha Ramsay-Jordan is an Associate Professor & Assistant Chair of Elementary Programs in the Department of Early Childhood through Secondary Education at the University of West Georgia’s College of Education. She holds a B.S. in Mathematics (2003, University of Nebraska-Lincoln), M.A.T. in Mathematics (2009, Kennesaw State University), and Ed.D. in Instruction and Curriculum (2017, Georgia State University). Education: Bachelor of Science in Mathematics, University of Nebraska-Lincoln, 2003 Masters of Arts Teaching - Mathematics, Kennesaw State University, 2009 Ed.D., Instruction and Curriculum - Mathematics, Georgia State University, 2017 Her research focuses on equity in education, particularly the intersection of educational policies, urban education, and diverse student learners. She explores STEM equity, culturally responsive teaching, and the role of culture in mathematics education. Her teaching philosophy emphasizes love, respect, and critical empathy, aiming to prepare educators for pluralistic communities. Dr. Ramsay-Jordan teaches courses such as mathematics methods, curriculum trends, and diverse classroom management. She has published in journals like Urban Review and School Science and Mathematics, addressing topics like microaggressions, STEM integration, and culturally responsive pedagogy. She advises students in the Elementary and Secondary Education programs and is actively involved in curriculum development and teacher training initiatives. Her work often bridges theory and practice to address systemic inequities in K-12 education.

• Equity in Education
• STEM Education
• Mathematics Education
• +۳ مورد دیگر

Zohreh Sharafi serves as an Assistant Professor in the Department of Computer Engineering and Software Engineering at Polytechnique Montréal. Her academic career bridges software engineering and human cognition, with a specialization in empirical studies of developer behavior using advanced methodologies like eye-tracking and fMRI. She has established herself as a leading researcher in understanding the cognitive processes involved in software development activities and how these processes can be optimized for better productivity and inclusivity. Education: PhD in Computer Engineering from Polytechnique Montréal (Université de Montréal) MASc in Software Engineering from Concordia University B.Sc. in Computer Engineering from the University of Tehran Dr. Sharafi's research interests center on human aspects of software engineering, with particular emphasis on gender studies within development environments and empirical investigations of cognitive processes. Her work examines how developers interact with code through eye-tracking technology, analyzing navigation patterns, comprehension strategies, and the impact of various factors like urgency, reputation, and creativity on programming tasks. This research aims to improve software development tools and processes to make them more productive and inclusive for diverse developer populations. Analysis of her publication record reveals a consistent focus on empirical methodologies in software engineering research, with a clear trajectory from foundational work on eye-tracking applications to increasingly sophisticated investigations of specific development contexts. Her recent publications demonstrate growing interest in creativity in programming, gender differences in code review, and the cognitive impacts of urgency in development workflows - reflecting her commitment to understanding the human factors that influence software engineering productivity and quality. Scientific Recognition: NSERC Postdoctoral Fellowship recipient Fonds de Recherche du Québec Nature et Technologies (FQRNT) Scholarship recipient Dr. Sharafi has actively mentored graduate students, with at least one completed Master's thesis under her supervision on eye-tracking studies of code review. Prior to her academic career, she gained four years of industry experience in financial technology, where she contributed to developing electronic-trading applications for listed securities. This industry background informs her practical approach to research questions that address real-world software development challenges.

• Software engineering
• Human factors engineering
• Information systems design
• +۵ مورد دیگر

Dr Julie E McAdam is a Senior Lecturer in Language and Literacies at the University of Glasgow’s School of Education. Her work focuses on children’s literature as a tool for fostering inclusive education, intercultural understanding, and social change. She has led initiatives such as the Children’s Literature in Critical Contexts of Displacement project, exploring how stories and arts-based practices create safe spaces for displaced children. McAdam is also a co-investigator on the AHRC-funded CUSP Network Plus , addressing sustainable peace through cultural interventions. Education: Background in Education and Literacy Studies (specific qualifications not detailed here). Affiliations: Member of the Scottish Educational Research Association (SERA) Executive Committee Editorial Board Member of Children’s Literature in English Language Education Journal Research Interests: McAdam’s research bridges children’s literature, migration, and pedagogy. She examines how visual narratives and multicultural texts empower marginalized communities, particularly through projects like Visual Journeys and Journeys from Images to Words . Her work emphasizes storytelling as a means to disrupt negative discourses and promote empathy. Grants & Awards: Recipient of the Edward B. Fry Literacy Award (2015) for Visual Journeys through Wordless Narratives PI on projects such as Children’s Literature and International Safe Spaces (2018) and Arabic Picturebooks (2017) Teaching & Mentorship: Convenes courses like Reframing Literacy for the 21st Century and Texts for Diversity , emphasizing practical, community-engaged assessments. Supervises PhD students exploring themes like bilingual learning, LGBTQ+ representation in literature, and refugee education. Labs/Teams: Collaborates with NGOs like Oxfam Italia and the European Commission on projects such as Portfolio of Integration , aiming to strengthen literacy and cultural mediation practices worldwide.

• Children's Literature
• Multicultural Education
• TESOL
• +۵ مورد دیگر

Sarah Elizabeth Wallace is a Professor and Director of the Speech-Language Pathology Program at the University of Pittsburgh's School of Health and Rehabilitation Sciences (SHRS), Department of Communication Science and Disorders. Her expertise spans aphasia therapy, critical care communication, and interprofessional collaboration. She holds the ASHA Fellow distinction, a prestigious honor in speech-language pathology. Her research focuses on improving outcomes for individuals with aphasia through innovative technologies (e.g., text-to-speech customization), enhancing adherence to home rehabilitation programs, and optimizing tracheostomy management in critical care settings. She has conducted international surveys on clinical practices and developed evidence-based tools like the Aphasia Therapy Finder and Communication with an Artificial Airway Tool (CAT). Wallace’s work addresses global health challenges, including disparities in healthcare access for non-English speakers and pediatric tracheostomy care. She emphasizes stakeholder-engaged research, ensuring interventions are patient-centered and culturally responsive. Her contributions include over 50 peer-reviewed articles and collaborative projects with healthcare professionals worldwide.

• Speech-Language Pathology
• Aphasia Therapy
• Tracheostomy Management
• +۶ مورد دیگر

Dr. Cynthia McCallister is an Associate Professor of Literacy Education at the Steinhardt School of Culture, Education, and Human Development at New York University. Her research focuses on cultivating individual agency, optimal decision-making, and lifelong well-being through educational frameworks. She is recognized for developing the McCallister Model, a holistic pedagogical approach used in NYC schools to enhance learner autonomy and self-actualization. Her educational background includes expertise in literacy education and human development. Key research areas include agency cultivation, higher self-alignment, and integrating cross-disciplinary principles into education. She has authored influential books such as Sauna Salvation (2024) and A Pedagogical Design for Human Flourishing (2022), alongside numerous journal publications exploring equity, pedagogy, and transformative learning environments. Dr. McCallister teaches courses like Literacy Assessment and Dissertation Proposal Seminar, emphasizing critical thinking and scholarly discourse. Her work bridges education with broader human development goals, advocating for systemic educational equity and evidence-based practices.

• Educational Theory
• Human Well-being
• Pedagogical Design
• +۴ مورد دیگر

Miriam Ossevoort serves as Head of the Department of Educational Quality at the Faculty of Economics and Business, University of Groningen. With a background spanning both biological sciences and educational research, she leads initiatives focused on curriculum development, educational policy, and quality assurance in higher education. Her career demonstrates a clear transition from immunology research to educational science. Her research interests center on curriculum development, education policy, quality assurance (including accreditation), assessment methods, teacher professionalization, and academic skills development in higher education. She has developed expertise in science education, particularly in helping students read and understand scientific research articles through argumentation techniques. Her work often explores how to improve educational quality through structured learning communities and professional development for educators. Dr. Ossevoort's publication record shows a clear evolution from immunology research in the 1990s-early 2000s to educational research from the mid-2000s onward. Her work consistently addresses how students engage with scientific literature, with particular attention to argumentation as a tool for understanding research. Recent publications focus on curriculum innovation, learning communities, and educational quality assurance in higher education settings. Her leadership role as Head of Educational Quality demonstrates her institutional impact in shaping educational practices. While specific awards aren't listed in the available information, her extensive publication record in educational research journals and conference proceedings indicates recognition within her field. Dr. Ossevoort has supervised educational research projects, particularly those examining how students interact with scientific literature. Her work has been supported through various educational initiatives at the University of Groningen, where she has played a key role in advancing teaching practices and educational quality across disciplines.

• Education & Educational Research
• Curriculum Development
• Education Policy
• +۶ مورد دیگر

Courtney Hattan is an Assistant Professor in the science of reading at the UNC School of Education, University of North Carolina at Chapel Hill. Her expertise spans literacy, educational psychology, and equitable instruction, with a focus on knowledge activation in reading comprehension. Hattan holds a Ph.D. in Educational Psychology from the University of Maryland, an M.S.Ed. in Reading from Johns Hopkins University, and a B.A. in Political Science from Marquette University. Her research integrates sociocultural and cognitive theories to address how students’ background knowledge influences comprehension. This work emphasizes mixed-methods approaches and community-informed partnerships, particularly in rural settings. Key areas include formative assessment redesign, neuromyth debunking in teacher training, and gender equity in literacy curricula. Hattan has been recognized with the 2019 Timothy and Cynthia Shanahan Outstanding Dissertation Award and a Reading Hall of Fame Emerging Scholars Fellowship. Her publications appear in top journals like Review of Educational Research and Reading Research Quarterly , focusing on instructional strategies for knowledge integration and equitable pedagogical practices. Education: Ph.D., Educational Psychology, University of Maryland (2018) M.S.Ed., Reading, Johns Hopkins University (2012) B.A., Political Science, Marquette University (2006) Awards: 2019 Timothy and Cynthia Shanahan Outstanding Dissertation Award Reading Hall of Fame Emerging Scholars Fellow Hattan’s research-practice partnerships aim to bridge academic findings with classroom applications, supporting educators in designing culturally responsive, evidence-based literacy instruction. Her work consistently highlights the role of background knowledge activation across diverse student populations and educational contexts.

• Literacy
• Reading Comprehension
• Equitable Instruction
• +۴ مورد دیگر

Kathryn Leech is an Assistant Professor at the University of North Carolina at Chapel Hill’s School of Education. She leads the Early Learning Lab, focusing on how parent-child interactions influence early language, literacy, and cognitive development. Her work bridges developmental psychology and education, with a commitment to translating research into practical strategies for families. Leech holds a Ph.D. in Human Development from the University of Maryland and a B.A. in Psychology from Kenyon College, with postdoctoral training at Harvard and Boston University. Her research emphasizes STEM conversations, the impact of interventions like the R.E.A.D.Y. Early Literacy App (collaborating with Harvard/MIT), and neuroimaging studies on language disparities. Key projects include NSF-funded work on gender differences in science talk and the BEE Lab collaboration on brain development linked to parental language input. Leech has received the 2025 Hettleman Prize and oversees a lab comprising graduate/undergraduate researchers. She teaches courses in early childhood education and has advised numerous students. Her work aims to address equity gaps in STEM and literacy through evidence-based practices.

• Early Childhood Development
• Language Development
• Literacy Education
• +۳ مورد دیگر

Maria Rydell is an Assistant Professor at Stockholm University and Co-Principal Investigator (Co-PI) of the SWE-QUEST project, focused on Swedish Question Generation for Assessing Reading Comprehension. She is affiliated with Digital Futures, a cross-disciplinary research center jointly established by KTH Royal Institute of Technology, Stockholm University, and RISE Research Institutes of Sweden. Digital Futures explores digital technologies to address societal challenges globally, emphasizing innovations and leadership in industrial relevance. Her research interests center on leveraging AI and natural language processing for educational applications, particularly in enhancing reading comprehension assessment through automated question generation. This work bridges computer science, linguistics, and pedagogy to improve educational tools and evaluate learning outcomes effectively. Maria contributes to Digital Futures' mission to develop solutions for societal challenges, collaborating across institutions to advance high-impact research. While no specific grants or awards are listed, her involvement in SWE-QUEST underscores her commitment to interdisciplinary innovation. Her office is located at Osquars Backe 5, Floor 2, Stockholm.

• Educational Technology
• Natural Language Processing
• AI in Education
• +۳ مورد دیگر

Pengchong Zhang is Lecturer in Education (Second Language Learning) at the University of Reading's Institute of Education. His research examines second/foreign language acquisition with focus on technology-enhanced learning, vocabulary development, listening comprehension, classroom pedagogy, and advanced quantitative methods. Dr. Zhang serves as IoE Deputy Chair of Ethics, Research Committee ECR Representative, and International Students Co-ordinator. Current doctoral supervision includes projects on AI in language learning acceptance, digital vocabulary acquisition, teaching vocabulary to visually impaired learners, picturebooks in language teaching, mathematical thinking in reading comprehension, vocabulary interventions, academic self-concept, accountability in education, and informal digital learning. His teaching includes Academic English and Study Skills (EDM096), Analyzing Research Data in Education (EDM201), and MA dissertation supervision.

• Second language acquisition
• Vocabulary development
• Listening comprehension
• +۳ مورد دیگر

Dr. Cristina Izura is an Associate Professor in Psychology at Swansea University, affiliated with the School of Psychology within the Faculty of Medicine, Health and Life Science. She holds the position of Deputy Director of the Language Research Centre since October 2012. Her research focuses on the organization of language in the brain, exploring how this organization evolves through normal learning, aging, second language acquisition, brain injury, and dementia. She also investigates psycholinguistic and psycho-emotional aspects of online grooming. Her teaching responsibilities include advanced research methods in psychology, computing skills for experiments, and higher-level cognitive processes. She supervises PhD students on topics like neurodiverse cognitive processing, online grooming tactics, and adolescent vulnerability in digital contexts. Dr. Izura’s publications span over two decades, with recent work emphasizing linguistic analysis of online grooming and forensic psychology. Her earlier research includes studies on memory consolidation, acronym comprehension, and bilingual language acquisition. She actively contributes to interdisciplinary research, bridging cognitive science, linguistics, and forensic studies.

• Cognitive Psychology
• Neurolinguistics
• Developmental Psychology
• +۵ مورد دیگر