جست‌وجوی استاد و پژوهشگر

• Educational Equity
• Social Justice in Education
• Education Policy
• +۳ مورد دیگر

Emma Smith is a Professor in the Department of Education Studies at the University of Warwick, where she has been a faculty member since 2017. Previously, she held Chairs at the Universities of Birmingham and Leicester. With a background as a secondary school chemistry teacher and special educational needs coordinator in South Wales, her work bridges academic research and practical educational experience. Her research focuses on social justice in education, particularly how policy can reduce inequalities and improve participation and achievement across all educational levels. She has published extensively on STEM graduate career trajectories and is an expert in using large-scale secondary datasets to address questions of educational equity. Her research has been supported by major funders including the ESRC, Nuffield Foundation, and the European Union. Analysis of her recent publications (2014-2023) reveals a strong emphasis on STEM education, graduate outcomes, and educational policy. Her work often employs longitudinal data to track career paths and assess policy impacts, with a growing interest in special educational needs and inclusive assessment frameworks. Scientific awards: No awards mentioned in the provided text. Professor Smith actively supervises doctoral students in education policy and inequality. Current research projects include: Faith based schooling in Wales: including young people with Special Educational Needs and Disabilities (Society for Educational Studies, 01 Jul 2024 - 30 Jun 2025) BERA - state of the discipline: A survey of education researchers' perceptions of their work and identities (British Educational Research Association, 06 Dec 2021 - 01 Sept 2022)

Annemarie Rossمشاهده پروفایل

دانشیار

• Deaf Education
• Science Education
• Chemistry Education
• +۳ مورد دیگر

Annemarie Ross is an Associate Professor in the Department of Science and Mathematics at the National Technical Institute for the Deaf (NTID), part of Rochester Institute of Technology (RIT). Her work focuses on creating inclusive educational environments for deaf and hard-of-hearing students in science, technology, engineering, and mathematics (STEM) disciplines, with particular emphasis on chemistry education and laboratory accessibility. Dr. Ross earned her BS and MS from Rochester Institute of Technology and her Ph.D. from the State University of New York at Buffalo. Her educational background has equipped her to address the unique challenges faced by deaf students in STEM. Her research centers on deaf education in STEM, inclusive teaching strategies, laboratory safety, scientific argumentation, and career preparation. She develops resources and curricula to ensure equitable access to science education, often collaborating with colleagues to create supportive learning environments that integrate universal design principles and assistive technologies. Recent publications highlight her commitment to enhancing accessibility in chemistry education and undergraduate research experiences. Her work emphasizes safe laboratory practices, culturally responsive teaching, and technology integration to support diverse learners, significantly advancing inclusive STEM education. Dr. Ross has received notable recognition including: ACS Stanley C. Israel Award for Advancing Diversity in the Chemical Sciences (2012) American Chemical Society Certificate of Environmental Merit Award (2013) She has secured multiple grants from NSF, ACS, and RIT to develop course-based undergraduate research experiences (CUREs) for deaf and hard-of-hearing students and establish industry partnerships. Her projects focus on improving student success, technical skill development, and workforce diversity in STEM fields. Dr. Ross collaborates with colleagues Todd Pagano and Susan Smith to create inclusive laboratory environments and research opportunities. Their team has developed nationally recognized programs ensuring safe and successful experiences for deaf and hard-of-hearing students in academic and professional settings.

• Music Integration
• Elementary Curriculum
• Teacher Education
• +۲ مورد دیگر

Dr. Kristin Harney is a Professor and Coordinator of Music Education at the School of Music , College of Arts and Architecture , Montana State University. She directs both the Bachelor of Music Education and Master of Music in Music Education programs, teaching courses in music methods, assessment, and interdisciplinary arts while supervising student teachers. With 14 years of elementary teaching experience and service since 2002 at MSU, she holds leadership roles including Past President of the Montana Music Educators Association and State Representative to the Society for Music Teacher Education. Education: D.M.A. in Music Education, Boston University (2014) M.A., University of Minnesota - Twin Cities (1999) B.A., Luther College (1993) Research Focus: Dr. Harney investigates music integration in elementary curricula and teacher education, exploring interdisciplinary approaches to connect music with core subjects like literacy and science. Her work emphasizes authentic classroom applications, preservice teacher preparation, and innovative pedagogical models for K-8 education. Publication Trends: Her recent articles (2020-2024) consistently address interdisciplinary music integration, teacher training methodologies, and curriculum design. Predominant themes include collaborative teaching practices, standards-based assessment, music-literacy connections, and solutions for music educator shortages, with strong emphasis on elementary and middle school contexts. Awards and Recognition: Founders Day Faculty Award for Excellence in Online Teaching (2024) 4 nominations for Cox Faculty Awards (2022, 2025) and Advising/Research Mentoring awards (2023) Professional Service: Active committee roles in the International Society for Music Education, Society for Research in Music Education, and Society for Music Teacher Education. Advises MSU's NAfME-Collegiate Chapter since 2008 and maintains membership in Montana Music Educators Association since 2001.

Tracy Hoganمشاهده پروفایل

استاد

• Science Education
• Critical Literacy in Science
• Teacher Expertise
• +۵ مورد دیگر

Tracy Hogan is a Professor in the Department of Science Education at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She holds office in Alumnae Hall 224 and serves as Principal Investigator for major NSF-funded initiatives including the Noyce Adelphi STEAM Pipeline. Education: Ph.D. in Educational Psychology, Fordham University (2004) M.A.T. in Science Education, University of Iowa (1996) B.S. in Fisheries and Wildlife Biology, Iowa State University (1994) Her research centers on science education innovation, with particular focus on critical literacy in science, teacher expertise development, and clinically rich teacher preparation models. She pioneers STEAM integration through maker education and forensic science applications, emphasizing social justice connections in science classrooms. Her work bridges cognitive psychology with practical teacher education, examining how experience shapes problem representation in instruction. Analysis of her publication record reveals consistent focus on transforming science education through inquiry-based approaches, with recent work emphasizing STEAM integration and social justice. Her scholarship evolves from foundational studies on teacher cognition toward practical applications in bilingual teacher preparation and K-12 curriculum reform. Dr. Hogan directs significant grant-funded initiatives including the $1.2M NSF Noyce Adelphi STEAM Pipeline (2019-2024) and the $1.24M SUNY Teacher Workforce Investment Grant R2E2ADI (2024-2027). She coordinates multiple clinical residency programs including the Oceanside-Adelphi Teacher Residency and serves as evaluator for educational initiatives across Long Island school districts. She maintains active service roles including National Board of Professional Teaching Standards working group membership, NSF grant review panels, and as reviewer for the International Journal of Science and Mathematics Education since 2005.

• Machine Learning
• Computer Vision
• Image Processing
• +۲ مورد دیگر

Dr. Stephen Tierney is a Senior Lecturer in Business Analytics at the Sydney Business School, University of Sydney . His research focuses on machine learning , computer vision , image processing , and recommendation systems , with contributions to subspace clustering, data visualization, and image restoration. He advises two current PhD students: Pengqing SHI (on scalable graph neural networks) and Widhiyo SUDIYONO (on stock market prediction via deep learning). Recent work includes policy-relevant studies on NSW teachers' pay trends and labor market skill dynamics. His publications span top-tier journals like Signal Processing and conferences such as IEEE CVPR, covering topics ranging from efficient subspace clustering algorithms to image fusion techniques in remote sensing. Key contributions include robust functional manifold clustering (2021) and low-rank sequential subspace clustering (2015). Interdisciplinary projects merge business analytics with technical domains like computer vision and signal processing.

Meredith Gramlichمشاهده پروفایل

پژوهشگر

• Disability Studies
• Transition Services
• Employment
• +۴ مورد دیگر

Meredith Gramlich is a Senior Faculty Specialist at the University of Maryland, College Park’s College of Education, within the Department of Counseling, Higher Education, and Special Education. She also serves as Associate Director of TerpsEXCEED, the university’s inclusive postsecondary program for students with intellectual disabilities. Ms. Gramlich holds an M.A. from George Washington University (1993) and has over 30 years of experience in disability employment and transition services. Her research focuses on disability employment, transition services, career development, and inclusive education. Key themes include competitive integrated employment, work-based learning, financial empowerment, and systems change in education. She has led initiatives like Way2Work Maryland and Maryland PROMISE, emphasizing evidence-based practices for youth with disabilities. Publications emphasize practical strategies for transition staff training, workplace mentorship, and aligning work experiences with individual needs. Her work bridges education and business sectors to improve post-school outcomes. Awards include the Watson Fellowship (1990). Ms. Gramlich co-leads TerpsEXCEED and manages grants such as Maryland Pathways to Partnership Initiative and Moving Maryland Forward. She teaches courses like ‘College Success and Life Planning’ and ‘TerpsEXCEED College and Career Studies,’ integrating inclusive practices and career readiness.

• Educational Technology
• Learning Design
• Virtual Reality
• +۷ مورد دیگر

Victoria Lowell is a Clinical Professor in the Department of Curriculum and Instruction at Purdue University's College of Education, serving since 2023 after progressing from Assistant Professor (2012-2018) to Associate Professor (2018-2023). Her expertise centers on integrating emerging technologies for authentic learning experiences across educational contexts. Education: Ph.D. in Education, Regent University, Distance Education; Higher Education – Research and Institutional Planning (2009) M.Ed. in Educational Technology, University of Hawaii (2004) Post-Bac Teacher Education Certification, Secondary Social Studies, University of Hawaii (1998) B.A. in History, Virginia Wesleyan College, graduated with honors (1994) Research Interests: Dr. Lowell leads the Emerging Technologies in Learning, Design, and Technology (ETLDT) group, pioneering VR/AR/MR/AI applications for collaborative and experiential learning. Her parallel Language Learning and Technology (LLT) research explores digital tools for EFL/ELL development in speaking, writing, and pronunciation. Her work bridges immersive technology with situated learning theory to create authentic educational experiences from K-12 to professional training. Research Trends: Analysis of her recent publications reveals accelerating integration of generative AI (particularly ChatGPT) with extended reality in language education. Key themes include VR role-play for speaking skills, AI literacy development for educators, and AR-enhanced learning experience design. Systematic reviews dominate her methodology, emphasizing practical implementation frameworks and self-efficacy outcomes in authentic learning environments. Scientific Awards: Emerging Learning Technologies Award (AECT, 2023) Teaching Leadership Award (Purdue, 2023) Teaching for Tomorrow Fellowship Award (Purdue, 2023 & 2017) Distance Learning Article Award (AECT, 2022) Best Practices Awards (AECT, 2020 & 2016) Outstanding Graduate Faculty Mentor Award (Purdue, 2020) Research Best Paper Awards (AERA, 2020 & 2019) Distinguished Alumni Award (University of Hawaii, 2017) Advising and Grants: As former Online Program Convener (2012-2017) for Purdue's LDT Master's program, she developed mentoring frameworks recognized with AECT's Best Practices Award (2020). Current grants include 'Augmented Reality-Enhanced Instructional Resources for Taxonomy' (2023) and 'XR Integration for Experiential Learning' (2023), focusing on K-12 teacher training and higher education innovation. Labs and Teams: The ETLDT group conducts rigorous studies on VR/AR/AI implementation across formal/informal settings, while the LLT group investigates technology-mediated language acquisition through projects involving VR conversation simulations and AI-enhanced pronunciation tools for diverse learner populations.

W. Gary Martinمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Preparation
• Curriculum Development
• +۳ مورد دیگر

W. Gary Martin serves as the Leischuck Endowed Professor of Mathematics Education within the Department of Curriculum and Teaching at Auburn University's College of Education. A national leader in mathematics education, he has held significant leadership roles in professional organizations and contributed to major standards documents including Common Core State Standards for Mathematics. His work focuses on systemic transformation of secondary mathematics teacher preparation through evidence-based practices and collaborative networks. Dr. Martin's educational qualifications include: Ed.D. in Mathematics Education, University of Georgia His research program investigates networked improvement communities for teacher preparation, cognitive demand in mathematical tasks, statistical reasoning environments, and real-world applications of vector geometry. He examines how collaborative professional networks like MathTwitterBlogosphere create learning opportunities and how structured wait time influences classroom discourse, with consistent attention to equity in mathematics education and development of robust teacher pathways. Analysis of recent publications reveals cohesive themes in scaling educational reforms through institutional networks, sustainability of active learning initiatives, and alternative certification pathways for career-changers. His work demonstrates how networked communities transform teacher preparation by connecting research with clinical practice and policy implementation across diverse educational contexts. Dr. Martin's contributions have been recognized through prestigious honors: Leischuck Endowed Professorship NCATE Program Reviewer Recognition His major externally funded initiatives include: Director, Mathematics Teacher Education Partnership (MTEP) - NSF-funded national coalition of over 100 universities transforming secondary mathematics teacher preparation Principal Investigator, DREAM-Math project - NSF-funded initiative preparing STEM degree holders for mathematics teaching careers through alternative certification pathways Dr. Martin leads the Mathematics Teacher Education Partnership network and DREAM-Math project team, fostering interdisciplinary collaboration among university faculty, school practitioners, and policymakers to create sustainable models for high-quality mathematics teacher preparation with national impact.

• automata theory
• formal languages
• information technology in education
• +۳ مورد دیگر

Ilya Yuryevich Samonenko serves as Associate Professor at the Department of Big Data and Information Retrieval within the Faculty of Computer Science at the National Research University Higher School of Economics (HSE University). He holds dual administrative roles as Deputy Dean for Academic and Methodological Work for the Faculty of Computer Science and Director of the Center for organizing student training for top specialists in the field of artificial intelligence. Samonenko joined HSE University in 2018 and brings 11 years of scientific and teaching experience to his position. His educational background includes a Candidate of Sociological Sciences degree from Moscow State Technological University 'Stankin' (2009) and a Mathematics specialty from Lomonosov Moscow State University (2006), where he also completed additional qualifications as a Specialist in theoretical computer science (2005), Higher education teacher (2011), and Management in Education (2017) from Moscow State Pedagogical University. Samonenko's research spans automata theory , formal languages , information technology in education , and social graph analysis . His scholarly work demonstrates a clear trajectory from theoretical computer science toward applications in educational contexts and organizational structures. He has published extensively on automata theory, face recognition, and the application of social graph analysis to organizational efficiency. His 14 publications over two decades reveal a research evolution from pure theoretical computer science toward more applied work in educational technology and organizational analysis. His recent work focuses on social graph structure in organizations, academic performance analysis using educational data, and the application of formal language theory to practical problems. Letter of gratitude from the Vice-Rector of HSE University (October 2024) HSE University Honorary Diploma (October 2022) Letter of gratitude from the Director of the HSE Lyceum (August 2022) Honorary Diploma from the Higher School of Economics (June 2020) Participant of the Administrative Personnel Reserve program (2019–2020) Best Academic Supervisor in the category 'Student Engagement in Intercampus and Interfaculty Interaction' - 2024 Best Academic Supervisor in the International Student Admissions category – 2024 As Deputy Dean, Samonenko coordinates educational programs, participates in accreditation processes, develops regulatory documents for the educational process, and oversees faculty initiatives. He coordinates interaction between the faculty and both the HSE Lyceum and the general education system. Notably, he was featured in university news as one of the first couples to have a wedding at the Durasov House on Pokrovsky Boulevard, part of the HSE University campus. Samonenko teaches core computer science courses including Algorithms and Data Structures, Python Programming Language, and Programming and Data Analysis in Python across multiple departments at HSE University. His teaching spans the Faculty of Computer Science, Faculty of Economic Sciences, and Faculty of Social Sciences.

Solveig Cornerمشاهده پروفایل

مدرس

• Teacher Education
• Professional Identity Development
• Doctoral Supervision
• +۴ مورد دیگر

Solveig Corner is a Lecturer at the Department of Education, University of Helsinki, specializing in pedagogy, diversity, multilingualism, and social justice in education. Her research focuses on professional identity development, visual methods in teacher training, and transitions in academic careers. PhD, University of Helsinki Project Manager: Praktikbryggan (2024-2027), SFV 23672 SkolForsk (2024-2026) Co-Principal Investigator: VISLU (2023-present), MÅ#BRA (2023-2024) Her recent publications (2024) analyze doctoral supervision practices across Europe, use visual methods for teacher reflection, and explore retirement transitions through identity theory. She actively collaborates on projects addressing educational equity and boundary-spanning pedagogies. Current affiliations include the Helsinki research community of special educational needs (SEN), the Doctoral Programme in Cognition, Learning, Instruction, and the Faculty Common Matters research group.

Jenny Amosمشاهده پروفایل

استاد آموزشی

• Biomedical Engineering Education
• Medical Education
• K-12 STEM Education
• +۴ مورد دیگر

Jenny Amos is a Teaching Professor at the University of Illinois Urbana-Champaign, affiliated with the Grainger College of Engineering, Carle Illinois College of Medicine, College of Education, School of Information Sciences, and School of Art + Design. She holds a PhD in Chemical Engineering with a focus on Cell and Developmental Biology from the University of South Carolina and a B.S. in Chemical Engineering with a Computer Science minor from Texas Tech University. Research Interests: Her work centers on biomedical engineering education, program-level assessment, pedagogy innovation, and the integration of professional skills like communication and ethics into engineering curricula. She also studies medical product translation through qualitative workflow analysis and interdisciplinary STEM outreach programs. Recent Publications: Focus on assessment frameworks, DEI integration in ABET criteria, virtual reality in medical education, and pandemic-era engineering solutions. Her projects include NSF RED Spin-off initiatives, SIIP podcasts, and 3D educational games for materials science. Teaching Honors: Fulbright Scholar awards (France, Brazil), Campus Teaching Excellence (2021), ASEE Teacher of the Year (2018), Dean's Fellow (2023) Professional Roles: Director of MEng Program (2020-present), Emeritus in assessment roles at Carle Illinois College of Medicine, BMES Education Committee Chair, ABET Commissioner Lab Leadership: The Amos Lab emphasizes diversity, inclusion, and evidence-based education reforms, with alumni now in medical residency, PhD programs, and industry leadership roles.

Aram Bahriniمشاهده پروفایل

استادیار

• Operations Research
• Machine Learning
• Supply Chain Management
• +۴ مورد دیگر

Aram Bahrini is a Teaching Assistant Professor and Deloitte Scholar at the Gies College of Business (University of Illinois at Urbana-Champaign), holding an Assistant Professor rank in Business Administration. His research focuses on mathematical modeling, optimization, game theory, and machine learning applied to resource management, healthcare systems, and supply chain operations. Education : Ph.D., Systems Engineering, University of Virginia (2023) M.S., Mathematics, University of British Columbia (2019) M.S., Industrial & Manufacturing Systems Engineering, Kansas State University (2017) Research Interests : Methods: Mathematical modeling, optimization, machine learning, game theory Applications: Supply chain management, healthcare analytics, business intelligence, renewable energy forecasting Key Contributions : His work spans predictive healthcare analytics, sustainable supply chain optimization, and AI ethics in hiring. Notable projects include developing XGBoost-based energy consumption models and analyzing post-pandemic patient flow in healthcare clinics. Awards & Service : Recipient of Teachers Ranked as Excellent (UIUC, 2023) Session chair for IEEE SIEDS (2022–2024) and INFORMS Annual Meeting (2023–2024) Ad Hoc reviewer for over 30 journals including European Journal of Operational Research and IEEE Transactions on Industrial Informatics Teaching : Courses: BADM 210/211 (Business Analytics), BADM 378 (Logistics Management), BADM 453 (Business Intelligence) Labs & Teams : Active in systems engineering and data science collaborations at the University of Virginia's Link Lab and UIUC's Business Analytics group.

• Inclusive education
• Special education and disability
• Autism spectrum disorders
• +۴ مورد دیگر

Assoc. Prof. Amanda Webster is an Associate Professor in the School of Education at the University of Wollongong, specializing in inclusive education and autism spectrum disorders. She leads the Autism postgraduate programs and focuses on creating inclusive learning environments for individuals with autism. Her academic background includes a Ph.D. in Autism and Developmental Disabilities from Macquarie University. She holds appointments in the Faculty of the Arts, Social Sciences and Humanities since 2019. Dr. Webster's research emphasizes leadership roles in inclusive education, school decision-making processes, and self-determination support for neurodivergent individuals. She is a core researcher in the Australian Autism CRC and has secured grants including ARC Linkage and Discovery projects. Current research explores school leadership strategies, NDIS implementation, and neurodivergent student transitions. Her funding portfolio includes grants like the 'Decision-Making Hub for Schools' (2023) and studies on school-leaver programs for autistic individuals. She supervises multiple higher-degree research students focusing on cross-cultural inclusion, parental support strategies, and inclusive pedagogy. Dr. Webster collaborates with government education departments in NSW, Queensland, and Tasmania to advance inclusive school practices. Key Research Themes: Inclusive education leadership, autism policy implementation, self-determination frameworks, and neurodivergent student transitions Current Projects: Co-developing neurodivergent staff training programs via the 2023 L&TIG Grant Professional Affiliations: Australian Autism CRC researcher, Australian Society for Autism Research member

Josh B. McGeeمشاهده پروفایل

دانشیار

• Education Policy
• Retirement Policy
• K-12 Education
• +۳ مورد دیگر

Josh B. McGee is an Associate Professor and the 21st Century Endowed Chair in Education Accountability and Transparency at the University of Arkansas's Department of Education Reform, within the College of Education and Health Professions. He is also a faculty affiliate of the Office for Education Policy and holds leadership roles in multiple nonprofit organizations, including MDRC and EdFund. His research focuses on leveraging data and evidence to improve decision-making in government and nonprofits, with specialties in retirement policy, K-12 education, and economic development. McGee earned all three of his degrees from the University of Arkansas: a B.S. and M.S. in Industrial Engineering (2003 and 2007, respectively) and a Ph.D. in Economics (2011). His professional experience includes roles as Chief Data Officer for Arkansas, Executive Vice President at the Laura and John Arnold Foundation, and Chairman of the Texas Pension Review Board. He has provided expert testimony in over 50 jurisdictions and contributed to high-profile policy initiatives like the National Academies' education statistics roadmap. His work bridges academia and practice, addressing systemic challenges such as pension sustainability, school funding equity, and teacher workforce dynamics. Recent research emphasizes policy reforms in education finance, retirement systems, and pandemic-era labor market shifts. McGee’s publications span peer-reviewed journals and media outlets like Education Finance and Policy, Education Next, and USA Today. McGee’s grants and collaborations include projects funded by the U.S. Department of Education and philanthropic organizations. He advises policymakers on topics ranging from pension funding models to educational accountability measures. His lab, associated with the Office for Education Policy, focuses on actionable research to inform state and local education strategies.

Gema Zamarro Rodriguezمشاهده پروفایل

استاد

• Education Policy
• Teacher Quality
• Applied Econometrics
• +۷ مورد دیگر

Gema Zamarro Rodriguez is a Professor of Education Reform and Economics at the University of Arkansas, holding the 21st Century Endowed Chair in Teacher Quality. She is affiliated with the Department of Education Reform in the College of Education and Health Professions. Additionally, she serves as an Adjunct Senior Economist at the USC Dornsife Center for Economic and Social Research. Her academic background includes a Ph.D. in Economics from CEMFI and UNED (Spain), with prior roles at RAND Corporation, Pardee RAND Graduate School, Tilburg University, and NETSPAR. Dr. Zamarro's research focuses on applied econometrics in education and labor economics, including teacher quality measurement, school policies, character skill development, STEM gender gaps, teacher labor markets, and pandemic education impacts. Her work has been widely featured in major media outlets. Her educational credentials include a Ph.D. in Economics (CEMFI/UNED, 2006), M.S. in Economics and Finance (CEMFI), and B.A. in Economics (Universidad Carlos III de Madrid). Professional experience spans academia, policy, and research institutions in the U.S. and Europe. Key research contributions address teacher retention, pandemic effects on education, retirement preparedness, and assessment design. She collaborates with institutions like Arkansas Department of Education and EdWorkingPapers, publishing extensively on education policy and workforce dynamics.