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Ellen Russon is an academic translator and editor specialized in translating texts from German to English and editing papers and texts written in English. She translates and edits for clients at universities, research institutes, research funding foundations, university hospitals, and more.

Ellen has over 20 years’ experience as a German-to-English translator in the social sciences. She also specializes in editing and proofreading manuscripts written in English for submission to journals and is well-versed in preparing manuscripts to conform to journals’ author guidelines, the APA style, ICJME style, Chicago style, and more.

Ellen has university degrees from the University of Zurich and Brandeis University. She is a native speaker of English but is also a dual national USA/CH. After completing her degree at the University of Zurich she worked as a psychologist in private practice in Switzerland for 9 years (former member of FSP, SKJP).

Ellen Russon, lic. phil.

German-to-English translator, editor

Member, European Association of Science Editors (EASE)

Member, Council of Science Editors (CSE)

german to english translation for academic manuals and online articles

Recent Clients

Hannah Bolten, University of Zurich
Miriam Compagnoni, University of Zurich
Sam Fluit, University of Oslo
Jürg Martin Gabriel, ETH Zurich
Daniel Ganz, Ganz Landschaftsarchitekten
Philippe Goldammer, Military Academy at ETH Zurich
Flurin Gotsch, University of Zurich
Urs Grob, University of Zurich

Katharina Maag Merki, University of Zurich
Rüdiger Mutz, CHESS, University of Zurich
Beat Rechsteiner, University of Zurich
Kurt Reusser, University of Zurich
Larissa Schneebeli, Zurich University of Applied Sciences ZHAW
Francesca Suter, Pädagogische Hochschule Graubünden
Agnes von Wyl, Zurich University of Applied Sciences ZHAW
Andrea Wullschleger, Pädagogische Hochschule Luzern

Recent Work 2025

Education

Bolten, H., Maag Merki, K., Wullschleger, A., Gotsch, F., & Rechsteiner, B. (2026). Manuscript. Optimism as a driver of change.
Bolten, H., Rechsteiner, B., Wullschleger, A., Gotsch, F., & Maag Merki, K. (2025, June 30). Optimism as a driver of change: Exploring the link between teachers’ academic optimism and their learning transfer during professional development interventions [Paper presentation]. 4th School Improvement Research (SIR) Conference, University of Rostock, Rostock, Germany.
Bolten, H., Rechsteiner, B., Grob, U., Wullschleger, A. & Maag Merki, K. (2026). Teacher efficacy: Unveiling the dimensional structure and validity of teachers’ individual and team-referenced efficacy ratings. International Journal of Educational Research, 138, 103016.
Gotsch, F. (2026). Manuscript. Productive talk as a mediator between psychological safety and innovation behavior in teacher teams.
Gotsch, F., Rechsteiner, B., Compagnoni, M., Wullschleger, A. & Maag Merki, K. (2026). Do task type and partner role matter? An experience sampling study on the perceived benefit of teacher collaboration in Swiss primary schools. International Journal of Educational Research, 138. 1-18.
Maag Merki, K., Rechsteiner, B., Wullschleger, A., Bolten, H., Bütler, D., & Gotsch, F. (2026). Manuscript. Regulating routines of teaching development: A new professional development program for teacher teams to foster teaching quality and student learning.
Pauli, C.& Reusser, K. (2026). Manuscript. Learning to facilitate dialogic classroom discussions.
Rechsteiner, B., Compagnoni, M., Wullschleger, A., Grob, U., Gotsch, F., & Maag Merki, K. (2026). Teachers as team players? Exploring the relationship between collaborative practice, professional development, and work-related stress using diary data. Journal of Professional Capital and Community, 11(2), 171-187.
Schäfer, M. B., Marusic, C., Maag Merki, K. Wullschleger, A., & Rechsteiner, B. (2026). Manuscript. The missing middle: Configurations of school improvement.
Stebler, R., Grob, U., Pauli, S., & Reusser, K. (2026). Manuscript. Personalized learning in lower-secondary education: Opportunity or risk for the development of mathematics achievement.
Suter, F., Maag Merki, K., Feldhoff, T., Radisch, F., Brauckmann-Sajkiewicz, S. & Jude, N. (2026). Major revision. The role of pre-pandemic school improvement capacity, digital learning experience, and principals’ strategies in mitigating long-term pandemic related challenges: empirical findings from a longitudinal study in Germany, Switzerland, and Austria.
Suter, F., Feldhoff, T., Maag Merki, K., Radisch, F., Jude, N., & Brauckmann-Sajkiewicz, S. (2025). Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic. School Leadership & Management, 44(1), 57–75.
Wullschleger, A., Daly, A.J., van Halem, N., Maag Merki, K., & Rechsteiner, B. (2025). Collaboration on school improvement under different educational accountability systems in two countries. Educational Assessment, Evaluation and Accountability, 37, 303-329.
Wullschleger, A. Grob, U., Maag Merki, K., Zumsteg, l., & Rechsteiner, B. (2026). From school improvement to instructional practice: The role of school-versus team-level capacity. School Effectiveness and School Improvement, 1–20. Published online: 13 Oct 2026.
Wullschleger, A., Maag Merki, K., Grob, U., Rechsteiner, B., Compagnoni, M., & Vörös, A. (2025). Teacher collaboration to elevate student achievement? Learning and Instruction, 97, 102104.
Wullschleger, A., Vörös, A., Rechsteiner, B. & Maag Merki, K. (2025). Comparative analysis of teacher collaboration on school improvement: exploring social networks using a meta-analytic approach to exponential random graph models. In N. Kolleck (Ed.), Handbook of social network analysis and education. (pp. 360–373). Edward Elgar Publishing.

Psychology, Psychiatry, Behavior Research

Bachman, A. (2026). Web page texts for the School of Applied Psychology, Zurich University of Applied Sciences (ZHAW).
Bartels, L., & Landolt, M. (2025). Back-translation of questionnaire. Department of Psychology, University of Zurich.
Goldammer, P. (2026). Editing of manuscripts in English.
Goldammer, P., Stöckli, P.L., Annen, H., et al. (2024). A comparison of conventional and resampled personal reliability in detecting careless responding. Behavior Research Methods, 56(8), 8831-8851.
Schneebeli, L., Braune-Krickau, K., Crameri, A., Joliat, A., & von Wyl, A. (2026). Moments of disconnection: An adapted still-face experiment with 20-month-old children, comparing digital and non-digital interruptions and exploring the role of parental behavior. Computers in Human Behavior Reports, 22, 101129.
Schneebeli, L., Braune-Krickau, K., Joliat, A., & von Wyl, A. (2025). The influence of difficult child temperament and parenting stress on parental problematic smartphone use in early childhood: A moderated mediation analysis. Frontiers in Psychology, 16, 1517222.
von Wyl, A. (2024). “inklusiv plus”: Group psychotherapy for young people and emerging adults in vocational integration programs. Taftie Annual Conference, Bern, Switzerland, 12 June 2024.
Wade-Bohleber, L. M., Braune-Krickau, K., Schneebeli, L., Gemperle, M., Haechler, R., Pehlke-Milde, J., & von Wyl, A. (2024). Smartphone use during the perinatal period: Findings from a longitudinal study with first-time parents. Computers in Human Behavior, 154, 108127.

Sociology, Political Science, Social Work

Fluit, S. (2025). Language editing of PhD dissertation. University of Oslo, Norway. Sam Fluit won the Society for Personality and Social Psychology (SPSP) Student Publication Prize for PhD paper on intimate partner transmission of political party support. Read the full paper in the Personality and Social Psychology Bulletin here
Gabriel, J. M. (2026). Manuscript. Politics: A world of authoritative parts and wholes. ETH Zurich.
Gabriel, J. M. (2025). The spectrum of authoritative politics: Imperial, national, international. SSRN. (November 26, 2025).

Quantitative Science Studies

Mutz, R. (2026). Questionnaire for researchers. Competence Center for Higher Education and Science Studies (CHESS), University of Zurich.
Mutz. R. (2025). Manuscript. Quantitative Science Studies.

Firms

Ganz, D. (2023, 2024, 2025, 2026). Texts on landscape architecture projects. Ganz Landschaftsarchitekten, Zürich.

Grant Proposals, PhD dissertations, Abstracts, CVs, Reviews

Maag Merki, K. (2024). Abstract for a conference. University of Zurich.
Von Wyl, A. (2024). Editing of a grant proposal. ZHAW Zurich University of Applied Sciences.
Wullschleger, A. (2024). Research proposal. University of Zurich.

Testimonials

“Besten Dank nochmals für die äusserst hilfreichen Dienste. Es ist von unschätzbarem Wert eine Übersetzerin zur Hand zu haben, die sich auch in den behandelten Fachgebieten auskennt. Gerne werde ich Sie bei meinen nächsten englischsprachigen Artikel wiederum berücksichtigen.”
Prof. Dr. Andreas Jud, Lucerne University of Applied Sciences & Arts and Ulm University Hospital
“Ellen Russon verwandelt holperiges Englisch auf wundersame Weise in geschliffene Fachsprache. Sie beherrscht die Kunst des Schreibens wissenschaftlicher Arbeiten bis ins kleinste Detail und arbeitet rasch und kompetent. Besonders schätze ich ihre Kooperativität, wenn es gilt, eine Arbeit noch in letzter Minute zu editieren.”
Prof. Dr. Margarete Vollrath, University of Oslo and Norwegian Institute of Public Health
“Ellen Russon ist eine herausragende Übersetzerin mit umfassender Sprachkompetenz, grossem hermeneutischen Textverständnis und permanenter Bereitschaft, ihre Arbeit durch eigene Lektüre und Rückfragen noch zu verbessern. Sie arbeitet prompt, zuverlässig und kooperativ.”
Prof. Dr. Daniel Tröhler, University of Vienna

Contact
Ellen Russon