جستجوی استاد راهنمای دانشگاهی

Audun Rosslundمشاهده پروفایل

مدرس ارشد

• Early language development
• Infant-directed speech
• Cognitive development
• +۴ مورد دیگر

Audun Rosslund is a Senior Lecturer at the Department of Health, Developmental and Personality Psychology, University of Oslo. His research focuses on early language development, infant-directed speech, cognitive development, and open science methodologies. He holds a PhD in Early Language Development from the Center for Multilingualism (UiO), a Master's in Developmental Psychology (UiO), and a Bachelor's in Education (UiO). PhD, Early Language Development, Center for Multilingualism, UiO MSc, Developmental Psychology, Department of Psychology, UiO BEd, Education, Department of Education, University of Oslo His research investigates how environmental linguistic input shapes infant language outcomes, particularly through infant-directed speech. Longitudinal studies track Norwegian infants from 6 to 18 months, analyzing acoustic properties, word comprehension, and expressive vocabulary. Projects also examine statistical learning in dialect-exposed infants, sibling influences, pacifier use effects, and tablet-based assessment tools. Key collaborations include Natalia Kartushina, Julien Mayor, and Alejandrina Cristia. His work is shared via Open Science Framework and disseminated through projects like BabyLing and ManyBabies Consortium. Topics span from cognitive development to eye-tracking and pandemic impacts on daycare vocabulary growth.

Ligia Gomez Francoمشاهده پروفایل

استادیار

• Language Development
• Bilingual Education
• Educational Psychology
• +۴ مورد دیگر

Ligia Gomez Franco is an Assistant Professor in the Department of Educational Psychology at Ball State University's Teachers College. Her research focuses on language development in monolingual and bilingual children, emphasizing the roles of parents, teachers, and technology in fostering vocabulary learning and reading comprehension. Ph.D. in Applied Developmental and Educational Psychology, Boston College M.A. in Developmental and Educational Psychology, Boston College M.Ed. in International Teaching, Framingham State College B.A. in Educational Psychology, Bolivian Catholic University, San Pablo Her work explores cultural contexts in education, bilingual education, and technology's impact on learning. Recent publications highlight educational data mining and preschool teaching practices, analyzing response time modeling, literacy instruction, and cross-cultural interventions. Postdoctoral Research Fellow, Universidad Católica de la Santísima Concepción, Chile (2018–2019)

Corinne Craneمشاهده پروفایل

دانشیار

• Language pedagogy
• Curriculum development
• Language program administration
• +۴ مورد دیگر

Corinne Crane serves as Associate Professor of German and German Language Program Director in the Department of Modern Languages & Classics at the University of Alabama, bringing over fifteen years of experience teaching German from beginner to advanced levels alongside graduate seminars in world language teaching and applied linguistics. Her leadership in program administration shapes curriculum development and teacher mentoring across the German language sequence. Her academic credentials include a PhD in Applied Linguistics from Georgetown University, an MA in German from the University of Pennsylvania, and a BA in German from Cornell University: PhD, Applied Linguistics, Georgetown University MA, German, University of Pennsylvania BA, German, Cornell University Dr. Crane's research program centers on language pedagogy, curriculum development, and program administration through the lens of systemic functional linguistics. She investigates second language writing development, language teacher education, and reflective teaching practices, with particular emphasis on transformative learning experiences and practitioner research methodologies. Her work bridges theoretical frameworks with classroom applications to enhance language acquisition and teacher development. Analysis of her 15 most recent publications (2025-2015) reveals consistent focus on language program leadership, teacher development, and second language writing. She explores threshold concepts in German grammar acquisition, transformative learning in language curricula, and systemic functional linguistics applications to L2 texts. A significant thread connects reflective teaching practices with practitioner research, demonstrating her commitment to grounding theoretical insights in classroom realities across German language education. As German Language Program Director, Dr. Crane mentors graduate teaching assistants and oversees curriculum development for all German language courses. Her editorial board service for Second Language Research & Practice, Die Unterrichtspraxis/Teaching German, and Korean Language in America extends her influence in language education scholarship. While specific grant details aren't provided in the source text, her program leadership and editorial roles indicate active engagement with research funding mechanisms and academic resource management.

• English as a Second Language
• Applied Linguistics
• Vocabulary Acquisition
• +۳ مورد دیگر

Monica Karlsson serves as a Senior Lecturer at Halmstad University's School of Education, Humanities and Social Sciences, Sweden, where she conducts research at the intersection of English as a Second Language (ESL) and Applied Linguistics. Her academic profile centers on vocabulary acquisition, idiom comprehension, and language teaching methodologies, with particular emphasis on Swedish learners of English. Her research portfolio reveals consistent focus areas: Comparative analysis of L1 (Swedish) and L2 (English) competencies Idiomatic expression acquisition and pedagogy Polysemy and lexical semantics in second language learning Grammar instruction and writing development Corpus-based linguistic analysis Pragmatic aspects of language teaching Examination of her 15 most recent publications (2013-2022) demonstrates evolving methodological sophistication from quantitative corpus studies to mixed-methods pedagogical research. Key thematic trajectories include the cognitive processing of idioms and polysemous words, the impact of teacher feedback on writing development, and the application of word play in vocabulary instruction. Her work consistently bridges theoretical linguistics with practical classroom applications, particularly for Swedish educational contexts. Dr. Karlsson maintains active scholarly engagement through journal publications, books, and research reports, with her 2022 publications indicating ongoing productivity in idiom research and vocabulary studies. Her institutional affiliation with Halmstad University's education-focused school positions her work within Scandinavian second language acquisition research traditions.

Grzegorz Krynickiمشاهده پروفایل

پژوهشگر

• Articulatory Phonetics
• Computer Assisted Pronunciation Teaching
• Laboratory/Experimental Phonology
• +۷ مورد دیگر

Grzegorz Krynicki is a Senior Researcher at the Faculty of English , Adam Mickiewicz University, Poznań, Poland. He leads the Speech and Language Processing Laboratory , focusing on experimental phonetics, machine translation, and computer-assisted language learning. With a Ph.D. in English (2006) and MA in English (2000) from Adam Mickiewicz University, he has contributed extensively to articulatory phonetics and Polish-English corpus linguistics. Education MA in English, Poznań (2000) Ph.D. in English, Poznań (2006) His research interests bridge Articulatory Phonetics and Machine Learning , with applications in Computer Assisted Pronunciation Teaching , Automatic Speech Recognition , and Corpus Linguistics . He has developed tools like Wordbuilder for corpus-based exercises and IPA2Polglish for phonetic transcription conversion. The articles reflect his expertise in electropalatography (EPG) for L2 pronunciation teaching, phonetic error detection in Polish learners of English, and machine translation systems like POLENG. His work spans Multilingualism , Speech Technology , and Polish-English Contrastive Analysis . Scientific Awards University of Bielefeld scholarship (1999) Professional Activities include participation in the International Society of Phonetic Sciences and development of the Speech and Language Processing Laboratory . He has presented at conferences such as the International Congress of Phonetic Sciences (2019) and Societas Linguistica Europaea meetings, often collaborating with institutions like the University of Colorado and Linköping University.

Oliver Millerمشاهده پروفایل

مدرس

• History Didactics
• Special Education History
• Euthanasia Research
• +۵ مورد دیگر

Dr. Oliver Miller is a Lecturer at the Institute for Special Education , Faculty of Philosophy, Leibniz University Hannover , Germany. His roles include teaching, research assistance, and biographical research in special education, with a focus on historical traumas and inclusivity. Education: High school diploma (2000), military service (2000-2001), teacher training in Latin and History (2001-2007), legal traineeship (2008-2009), and doctorate in History Didactics (2014-2018). His research spans History of Special Education (until 1945), Euthanasia Research , and Inclusive History Didactics . He explores biographies of Nazi-era victims, film history, and educational policy continuities. Recent work includes the 2025 article on biographical learning in teacher training, 2022 contributions on National Socialism's impact on science, and exhibitions like Cinema Dinosaurs (2018) and Into Light (2020). Collaborations include the Hanover State Archives , Federal Archives Berlin , and GDSU Conference (2024 lecture).

Magda Tigchelaarمشاهده پروفایل

استادیار

• Genre-based second language pedagogy
• Second language writing development
• Corpus-assisted language teaching
• +۳ مورد دیگر

Magda Tigchelaar is an Assistant Professor, Teaching Stream in French Studies at the University of Toronto Mississauga. She specializes in second language writing pedagogy, assessment, and task-based instruction. Her educational background includes a PhD in Second Language Studies from Michigan State University, an MA in French Studies from the University of Guelph, and a BA (Hons) in French Studies from the same institution. Her research explores: Genre-based approaches to second language teaching Corpus-assisted writing instruction methodologies Integration of proficiency standards in curriculum design Self-assessment mechanisms for language learners Task-based needs analysis for French programs Publications primarily focus on second language writing development, task design validation, and cross-contextual applications of language pedagogy. Recent work emphasizes K-12 language task development, undergraduate writing needs, and generative AI applications for feedback. She directs multiple funded projects: French Writing Course Development (Writing Development Initiative, 2022-2026) French (FSL) Program Evaluation (Work Study Program, 2022-present) Liaisons Canada-Brésil (Global Classrooms Funding, 2022) Her teaching includes intermediate/advanced French writing courses and Francophone cultural studies, with emphasis on producing publishable student work for platforms like the OASIS database.

• Mathematics Education
• Geometry
• Didactics of Mathematics
• +۵ مورد دیگر

Anne-Cécile Mathé is a Lecturer at the ACTé Laboratory (University of Clermont Auvergne) and a teacher-trainer at INSPE Clermont-Ferrand . Since 2015, she has focused on the didactics of geometry in primary and secondary education, examining the transition between material geometry and theoretical geometry . Her work bridges educational theory with practical classroom challenges. Education 2006 : PhD in Mathematics Didactics, Université Claude Bernard, Lyon I 2025 : HDR (Habilitation à Diriger des Recherches) in Mathematics Education, University of Clermont Auvergne Research Focus Mathé explores the continuity of geometry education across French compulsory schooling (ages 6-15), emphasizing: Language mediation in geometric knowledge construction Didactic situations for semiotic and instrumental transitions Teacher gesture modeling in geometric workshops Validation and argumentation processes in primary classrooms Simulation tools for teacher training (T-Prof simulator) Interdisciplinary links between mathematics and physical education Key Collaborations Co-directed research with Marie-Jeanne Perrin-Glorian and Caroline Bulf Editorial board member of journals: Spirale-Revue de Recherches en Éducation and Repères-IREM Active in COPIRELEM and ARDM associations

Eoin Jordanمشاهده پروفایل

استاد پژوهش

• Technology-enhanced learning
• Online peer assessment
• World Englishes and English as a lingua franca
• +۶ مورد دیگر

Eoin Jordan serves as Research Professor and Director of the International Education & Lifelong Learning Institute (IELLI) at the Centre for International, Language and Teacher Education Research, University of St Andrews, UK. His work focuses on enhancing educational practice through technological innovation and linguistic understanding, with leadership roles in program development and practitioner mentorship. His educational credentials include a Doctor of Education in Higher Education from the University of Liverpool (2021), HEA Senior Fellowship (2018), Certificate in Professional Studies in Learning and Teaching in Higher Education (Distinction) from the University of Liverpool (2011), MA in Applied Linguistics and English Language Teaching (Distinction) from the University of Nottingham (2010), CELTA from the Royal Society of Arts (2004), and BSc in Economics from the University of Nottingham (2000). Professor Jordan's research spans technology-enhanced learning, online peer assessment, World Englishes, English for academic purposes, pronunciation, vocabulary acquisition, assessment design, and intercultural communication. His work consistently bridges theoretical research with practical educational applications, particularly through digital tool development for language learners. His recent publications (2024-2025) reveal a concentrated focus on intercultural competence development through digital resources, language curriculum innovation, and evidence-based support systems for international student transitions. A dominant trend involves leveraging technology to address linguistic and cultural barriers in global higher education contexts. His scientific recognition includes: HEA Senior Fellow (2018) Professor Jordan actively supervises doctoral and master's students on DProf TESOL and MSc International Education programmes, with seven dissertations publicly available on topics ranging from technology-mediated vocabulary learning to lecturer English proficiency in EMI universities. He developed the Reading and Writing Tools platform (www.readingandwritingtools.com) for academic English support and serves as External Examiner for University of Dundee and University of Birmingham programs, while contributing to LanguageCert Academic panels. As Director of IELLI, he leads strategic initiatives including the development of web-based intercultural competence resources and student transition tools, collaborating with international institutions to enhance educational quality and equity in global learning environments.

Kim Saudinoمشاهده پروفایل

استاد

• Behavioral Genetics
• Child Temperament
• Developmental Psychology
• +۳ مورد دیگر

Kim Saudino is a Professor of Psychology and Lab Director at Boston University, specializing in the genetic and environmental influences on child temperament and behavioral development. She leads the Boston University Twin Project (BUTP), focusing on longitudinal assessments of temperament across childhood using twin studies, observational methods, and actigraph technology. Research Focus: Genetically-sensitive designs to disentangle temperament origins, continuity/change in behavioral traits, and links between early temperament and later psychopathology Funding Sources: Social Sciences and Humanities Research Council of Canada, National Institute of Mental Health, National Institute of Child Health and Development Publications: Featured in leading journals like Child Development , Developmental Science , and Journal of Child Psychology and Psychiatry Email: ksaudino@bu.edu

Charlotte Hommerbergمشاهده پروفایل

دانشیار

• Discourse Analysis
• English Linguistics
• Metaphor Studies
• +۴ مورد دیگر

Charlotte Hommerberg is an Associate Professor and researcher in English Linguistics at Linnaeus University, Faculty of Arts and Humanities. She specializes in discourse analysis, metaphor studies, and English for Academic Purposes, with a focus on luxury consumption (wine, perfume, and chocolate reviews) and healthcare communication in palliative cancer care. Her research includes the interdisciplinary Metaphors in Palliative Cancer Care (MEPAC) project (2015–present), funded by the Kamprad Family Foundation, and the PROFiLE project (Swedish Research Council). She leads collaborations between Linnaeus University, Lund University, and Lancaster University. 2023: Published the book Depicting the Consumer of Experiential Luxury (Palgrave Macmillan). 2020: Two high-impact articles on metaphor patterns in cancer blogs (BMC Palliative Care, Medical Humanities). 2016–2017: Key contributions to metaphor analysis in healthcare and education (CADAAD, ASLAS, RaAM). She supervises bachelor, master, and PhD theses and contributes to pedagogical development for English-medium instruction. Awards include the Royal Swedish Academy of Letters, History and Antiquities prize (2013) and the RaAM best poster award (2016).

Eleanor Birrellمشاهده پروفایل

دانشیار

• Computer Security
• Data Privacy
• Human-Computer Interaction
• +۴ مورد دیگر

Eleanor Birrell is an Associate Professor of Computer Science at Pomona College, where she has been affiliated since 2018. She holds a Ph.D. and M.S. from Cornell University and a B.A. in Computer Science and Mathematics from Harvard University. Currently on sabbatical until Spring 2026, her office is located in Edmunds Hall 221 at Pomona College's Claremont, California campus. Her research specializes in human-centered security and privacy, examining intersections with psychology, law, and political science. Key investigations include: Human cognition patterns in security/privacy interactions Impact of privacy regulations on Internet privacy Public perceptions of privacy threats Usability of privacy interfaces and policy language comprehension Generational differences in privacy understanding Publication analysis reveals strong focus on empirical studies of privacy regulations (GDPR, CCPA, CPRA), usability of privacy interfaces (consent banners, app labels), and user comprehension of technical privacy terminology. Recent work emphasizes mobile ecosystems, regulatory compliance mechanisms, and cross-cultural comparisons. While no scientific awards are documented, Dr. Birrell maintains an active research program though is not currently accepting new students until 2026. No specific lab or team affiliations are mentioned in available materials.

Pamela Bogartمشاهده پروفایل

مدرس ارشد

• English Language Teaching
• TESOL
• Linguistic Discrimination
• +۶ مورد دیگر

Pamela Bogart serves as a Senior Lecturer at the English Language Institute (ELI) within the College of Literature, Science, and the Arts at the University of Michigan. She has been at ELI since 2000, teaching graduate and undergraduate students through courses, workshops, and individual consultations focused on English communication and language teaching. Educational Background: BA in French, Brown University MA in French, University of Michigan MA TESOL, Eastern Michigan University Pamela's research and curricular development focus on interrogating and dismantling linguistic discrimination in English language teaching, collaborative community-building in online learning environments, increasing learner access and agency through technology, and innovative pedagogies that support personalized learning. She is currently collaborating with the Center for Academic Innovation on a Coursera course about using AI to support independent language learning. Her teaching specialties include pronunciation instruction, academic vocabulary acquisition, and English communication skills development. Prior to her position at ELI, Pamela taught French in the U-M Department of Romance Languages and Literatures, served as Executive Director of a county adult literacy council, and taught English in Martinique, French West Indies. She actively contributes to the field as a co-editor of the MITESOL Journal and serves on the Board of Directors of MITESOL. Her current courses include English Vocabulary for Speaking and Writing, Pronunciation I, and Academic Reading and Academic Vocabulary Acquisition.

Benjamin Munsonمشاهده پروفایل

استاد

• Speech Perception
• Speech Production
• Sociolinguistics
• +۷ مورد دیگر

Benjamin Munson is a Full Professor in the Department of Speech-Language-Hearing Sciences at the University of Minnesota, Twin Cities . His research integrates speech perception and production with social identity studies , focusing on how gender, sexuality, and race influence speech patterns in both typical and atypical populations. Education : Ph.D. in Speech and Hearing Science (2000, The Ohio State University) M.A. in Speech-Language Pathology (1997, The Ohio State University) B.A. in Linguistics (1992, State University of New York at Buffalo) His work explores cross-linguistic speech development , hearing impairment effects , and phonological disorders in children . Notable findings include gender differentiation in pre-pubescent speech and stereotype perception in 'gay lisp' studies presented at major conferences like AAAS. The lab he directs at University of Minnesota prioritizes socially just communication sciences , open science principles , and combatting linguistic discrimination . Collaborations span international speech-language pathology communities addressing multilingual disorder assessments.

• Dyslexia
• Literacy Development
• Special Educational Needs
• +۴ مورد دیگر

Professor Julia Carroll serves as Professor of Psychology in Education at the University of Birmingham's School of Education, having joined in 2024 after previously holding professorial positions at Coventry University (2016-2024) and a lectureship at the University of Warwick (2004-2014). Her work bridges psychological science and educational practice to address special educational needs, with a primary focus on improving literacy outcomes for children and young people. Her educational background includes: PGCert in Post-compulsory Education from the University of Warwick (2006) DPhil in Developmental Psychology from the University of York (2001) BA (Hons) in Psychology and Philosophy from the University of Oxford (1998) Carroll's research centers on dyslexia and literacy development , emphasizing longitudinal methodologies and morphological approaches to intervention. She investigates how phonological awareness, auditory processing, and prosody interact with reading difficulties, particularly in children with histories of otitis media. Her work strongly advocates for evidence-based educational practices informed by developmental psychology. Analysis of her 15 most recent publications (2018-2025) reveals dominant themes in dyslexia assessment consensus-building, literacy intervention efficacy, and disability measurement frameworks. Key trends include international comparative studies on childhood disability, morphological approaches to multisyllabic word reading, and systematic reviews of educational assessment tools - all reflecting her commitment to translating research into practical educational applications. Her professional distinctions include: Chartered Member of the British Psychological Society Fellow of the Higher Education Academy Carroll actively supervises PhD research in dyslexia and literacy development, prioritizing longitudinal designs and secondary data analysis. Her grant-funded work includes significant contributions to Education Endowment Foundation evidence reviews on literacy development, assessment measures, and pedagogical approaches, directly impacting UK educational policy and practice. Previously, she contributed to Coventry University's research centre focused on psychology-education integration (2014-2024), where she developed collaborative frameworks for addressing literacy challenges in educational settings.