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## IntechOpen Book Series Education and Human Development

### Volume 15

### Aims and Scope of the Series

Education and Human Development is an interdisciplinary research area that aims to shed light on topics related to both learning and development. This Series is intended for researchers, practitioners, and students who are interested in understanding more about these fields and their applications.

## Meet the Series Editor

Katherine Stavropoulos received her BA in Psychology from Trinity College, in Connecticut, USA and her Ph.D. in Experimental Psychology from the University of California, San Diego. She completed her postdoctoral work at the Yale Child Study Center with Dr. James McPartland. Dr. Stavropoulos' doctoral dissertation explored neural correlates of reward anticipation to social versus nonsocial stimuli in children with and without autism spectrum

disorders (ASD). She has been a faculty member at the University of California, Riverside in the School of Education since 2016. Her research focuses on translational studies to explore the reward system in ASD, as well as how anxiety contributes to social challenges in ASD. She also investigates how behavioral interventions affect neural activity, behavior, and school performance in children with ASD. She is also involved in the diagnosis of children with ASD and is a licensed clinical psychologist in California. She is the Assistant Director of the SEARCH Center at UCR and is a faculty member in the Graduate Program in Neuroscience.

## Meet the Volume Editors

Prof. Celestino Rodríguez Pérez obtained a Ph.D. in Psychology and Education from the University of Leon, Spain. He is a professor in the Department of Psychology and Dean of the Faculty of Teaching Training and Education at the University of Oviedo, Spain. His main research areas include learning disabilities and ADHD, learning assessment, academic achievement, learning strategies, gifted children, self-regulated learning (SRL), ICTs,

higher education, computer-based learning environments (CBLEs), metacognition, and dynamic hypermedia learning environments. He is the author of more than 150 papers in peer-reviewed international journals and around 50 chapters in education, psychology and higher education books and handbooks. He has made several contributions to national and international conferences, having participated in more than 150 international congresses. He has collaborated with researchers from different countries, including England, Germany, the Netherlands, and the United States, through different investigations, projects, and research stays, with research stays in Trinity College, Irelan; Vrije University, the Netherlands, and Koln University, Germany. Dr. Pérez is a journal editor and president-elect of the International Association of Research in Learning Disabilities (IARLD).

Dr. M. Mahruf C. Shohel is the Group Head of Research, Innovation and Scholarship Engagement at the Bedford College Group and a visiting faculty at the University of Roehampton, UK. Before his current roles, Dr. Shohel worked for several British universities. He completed his doctoral studies at the University of Manchester, UK. He is a senior fellow at the Advance HE. He is an academic researcher and educationalist with special interests in education,

childhood studies, international development, teachers' professional development, technology-enhanced learning, and social science research methods. He was included in the last two Research Excellence Framework submissions (REF2014 and REF2021) by the Open University. Most recently, he served as a reviewer of the Future Leaders Fellowships applications of the UK Research and Innovation (UKRI) agency. He has written extensively on development issues in the Global South and conducted research on disadvantaged children, including socioeconomically deprived children, street children, sex workers' children, and displaced refugee children. Dr. Shohel is a member of the editorial advisory board of the *Journal of Applied Research in Higher Education*. He is engaged in the fields of climate change, social justice and sustainability education, education in emergencies, education for sustainable development and global citizenship, emerging technologies in education, students' learning journeys, student engagement, and teaching and learning in higher education.

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