Find Academic Supervisors

Patrick BrunsView profile

Researcher

• Multisensory Integration
• Perceptual Learning
• Audiovisual Processing
• +5 more

PD Dr. rer. nat. Patrick Bruns serves as Lab Manager at the Biological Psychology and Neuropsychology Department within the School of Psychology at the University of Hamburg. Holding a habilitation in Psychology (2020) and a doctorate summa cum laude (2010), he maintains an active research profile while overseeing laboratory operations. His academic trajectory includes a visiting scholar position at Brown University (2016-2018) and postdoctoral work on the EU-Project NOMS. Dr. Bruns' research centers on multisensory integration and perceptual learning , with particular focus on audiovisual spatial processing, crossmodal recalibration, and neuroplasticity mechanisms. His work spans diverse populations including congenitally blind individuals and examines how sensory experience shapes neural adaptation. Key methodologies involve psychophysical testing, EEG, and computational modeling of perceptual phenomena. Analysis of his recent publications (2020-2025) reveals consistent investigation into how multisensory experiences recalibrate spatial perception , with growing emphasis on conscious awareness in learning consolidation and cross-species conservation of sensory mechanisms . His work bridges fundamental cognitive neuroscience with clinical applications in psychosis research and sensory rehabilitation. While no formal awards are documented in available materials, his publication record demonstrates sustained productivity in high-impact journals including Trends in Cognitive Sciences , Current Biology , and European Journal of Neuroscience . As Lab Manager, he supports research infrastructure while maintaining his independent scholarly contributions. Dr. Bruns' laboratory work focuses on experimental paradigms examining spatial recalibration through audiovisual interactions, with particular attention to methodological innovations in measuring perceptual precision. His team investigates how sensory deprivation (e.g., congenital blindness) and training protocols alter fundamental perceptual mechanisms across the lifespan.

• Gender Studies
• Critical Race Theory
• Youth Cultures
• +4 more

Pamela Bettis serves as Associate Professor in the Department of Cultural Studies and Social Thought in Education within Washington State University's College of Education, Health and Social Sciences. Her work critically examines how gender and race intersect with youth cultures and schooling practices to challenge inequitable educational systems. Based at the Pullman campus, she maintains an active research and teaching profile focused on dismantling oppressive structures in educational settings. Her educational background includes a Ph.D. in Educational Theory and Social Foundations from the University of Toledo (1994), an M.Ed. in Secondary Education from the University of Arkansas (1983), and a B.A. in Political and Social Thought of the Western Hemisphere from the University of Virginia (1977). Bettis' research centers on critical interrogations of gender and race discourses in everyday educational contexts, examining phenomena like the word "nice" in professional settings, Star Wars narratives, and whiteness in teacher identity formation. Her work consistently bridges theoretical rigor with practical applications for creating equitable learning environments, emphasizing how common-sense cultural practices perpetuate systemic inequalities. Through cultural studies and feminist frameworks, she analyzes youth identity construction and challenges normative assumptions about adolescence. Her publication trajectory reveals sustained engagement with critical gender studies, evolving from cheerleading culture analyses (2003-2009) toward contemporary examinations of antiblackness (2021) and postfeminist landscapes (2016). The body of work demonstrates methodological diversity across discourse analysis, narrative inquiry, and cultural critique while maintaining consistent focus on power dynamics in educational spaces. Ranked in the top 5% of Fun Faculty as assessed on all Fun indicators A great ROI (Return on Investment) for R1 University Metrics Bettis excels in doctoral advising, cultivating intellectual and emotional connections that produce innovative cultural studies dissertations. Her former students hold faculty positions at Evergreen University, University of Portland, and Lewis Clark State College, along with leadership roles including Assistant Dean of Diversity and McNair program directors. She teaches undergraduate courses on diversity and classroom management while directing graduate seminars in youth cultures, gender studies, and qualitative research methods.

Lennart NackeView profile

Professor

• Game Design
• User Experience (UX) Research
• Virtual Reality (VR)
• +7 more

Lennart Nacke is a Professor at the Stratford School, University of Waterloo, specializing in game design and user experience research. His work bridges virtual reality, gamification, and AI integration in interactive systems. Research focuses on player experience, ethical design, and biofeedback mechanics Active in HCI literature methodology and CHI conference frameworks Explores privacy implications of immersive technologies Recent publications examine VR embodiment, NFT communities, and AI-assisted academic writing. His projects include adaptive board games and physical-cognitive rehabilitation systems. Nacke contributes to the Games Institute's research at EC1 1309 and DMS 3012 labs.

• Educational Sciences
• Health Pedagogy
• Body and Movement Education
• +5 more

Enza Sidoti is an Associate Professor in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences at the University of Palermo. She holds regular office hours on Thursdays from 12:00 to 14:00 in Building 15, floor 7, room 016, with online options available via Microsoft Teams. For the 2025/2026 academic year, she teaches multiple courses including General Pedagogy Workshop, Pedagogy of the Body and Communication, Health Pedagogy, and General Pedagogy across Educational Sciences and Pedagogical Sciences programs. Dr. Sidoti's research spans Educational Sciences, Health Pedagogy, Body and Movement Education, Emotional Education, Early Childhood Education, and Inclusive Education . Her work consistently focuses on the connections between physicality, emotional development, and educational practices. She explores how bodily awareness, movement, and emotional competence contribute to holistic educational approaches across various age groups and contexts. Analysis of her recent publications (2021-2024) reveals strong thematic trends in emotional education , particularly regarding teacher training and professional development; body-mind connections in educational settings; and inclusive approaches to teaching and learning. Her research bridges theoretical pedagogical concepts with practical applications in schools and community settings, with increasing attention to digital learning environments and pandemic-related educational challenges. Dr. Sidoti actively contributes to professional development initiatives including: Training program for nursery school teachers (2019-2020) where she taught an 18-hour module on "How spaces and materials are organized for children's learning" Experimental project "Natural Moving" (2020-21) where she delivered a module on "Pedagogy of Outdoor Education" The "SHE Network" project as scientific advisor for health promotion in the school environment in the Metropolitan City of Palermo Her professional activities demonstrate strong commitment to translating educational research into practical applications that support teachers, enhance learning environments, and promote health and well-being in educational contexts.

Peter MartensView profile

Professor

• Music Theory
• Music Cognition
• Rhythm Analysis
• +4 more

Peter Martens is a Professor of Music Theory at Texas Tech University and currently serves as Chair of the Department of Interdisciplinary Arts within the Talkington College of Visual and Performing Arts. He holds degrees from Lawrence University and the University of Chicago, including a B.M. in Music Education, B.A. in Classics, and M.A./Ph.D. in the History and Theory of Music. Educational Background B.M. in Music Education, Lawrence University B.A. in Classics, Lawrence University M.A. in History and Theory of Music, University of Chicago Ph.D. in History and Theory of Music, University of Chicago His research explores the communication of musical rhythm and meter through compositional, performative, and perceptual lenses, intersecting music theory, cognitive psychology, and empirical aesthetics. He has published in journals like Music Perception and Music Theory Online , and edited a 2022 translation of Isaac Vossius’s Rhythm, Text, and the Recovery of the Past . His work has been presented at conferences such as the Society for Music Theory (SMT) and the International Conference on Music Perception and Cognition (ICMPC). Dr. Martens co-directs the Performing Arts Research Lab (TTU-PeARL), where recent projects examine music’s role in emotional recognition and autism spectrum research. He has held administrative roles including Associate Director for Graduate Programs (2017) and Associate Dean (2020). Lab members have received fellowships and grants, including the Arts in Medicine grant for a Burkhart Center collaboration. Scientific Awards $10,000 Arts in Medicine grant (2022, co-directed with TTU-PeARL and Burkhart Center) Leadership roles: President of Texas Society for Music Theory (2015-2018), Program Chair for SMPC (2019)

Frida SiekkinenView profile

Senior Lecturer

• Educational Studies
• Child and Youth Studies
• Language Education
• +7 more

Frida Siekkinen is a Senior Lecturer at the Unit for General Didactics and Pedagogic within the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. She also holds an Associate Senior Lecturer position at the same institution and maintains a part-time postdoctoral position funded by The Swedish Research Council for Sport Science. Her educational background includes a PhD in Child and Youth Studies from the Department of Education, Communication and Learning, a master's degree in Swedish as a second language, and a high school teacher's degree. Prior to her current position, she worked as a university lecturer at the Department of Swedish, Multilingualism, Language Technology at GU and at the University of Borås, as well as in adult education. Dr. Siekkinen's research focuses on the living conditions of children and young people in contemporary society, particularly examining critical perspectives on societal power asymmetries related to ethnicity, language, gender, and class. Her work often explores the intersections of language education, identity formation, and educational categorization. Her recent publications demonstrate a consistent focus on language education, student positioning, and identity formation within educational contexts. She has developed expertise in examining how students navigate categories like 'Swedish as a second language' and how these categorizations shape educational experiences and identities. More recently, her research has expanded into gender studies through her investigation of girls and young women in mixed martial arts. Postdoc project: 'Hit like a girl? Girls and young women in mixed martial arts' (2024-2025), funded by The Swedish Research Council for Sport Science Ongoing research: 'Possibilities and conditions of multilingual student teachers in teacher education' (2024-2028) Her doctoral dissertation, 'To be and not to be - Student position(s) in the field of tension between Swedish and Swedish as a second language,' examined categorizations arising from the division between Swedish and Swedish as a second language subjects in primary school, focusing on how the category 'Swedish as a second language student' is constructed and negotiated.

Jacqueline BaxterView profile

Professor

• Public sector leadership
• Governance and accountability
• Public services in the UK
• +7 more

Jacqueline Baxter is Professor of Public Policy in The Department for Public Leadership and Social Enterprise (PuLSE) at the triple accredited Open University Business School. She holds prestigious fellowships including Principal Fellow of the Higher Education Academy and Fellow of the Academy of Social Sciences. As Director of the Centre for Research and Innovation in online legal and business education and chair of the MBA programme, she plays a significant leadership role within the institution. Her research focuses on public sector leadership, governance, and accountability, particularly examining challenges faced by UK public services. She also publishes extensively in online learning in business education, with special interest in online teaching identity and how school leaders plan for digital learning. Her work has been influential in educational inspection policy, frequently addressing Ofsted's role and effectiveness. Baxter's publications reveal a consistent focus on educational governance, inspection systems, and accountability frameworks. Her work spans both theoretical analysis of policy frameworks and practical examination of implementation challenges across multiple contexts. She has made significant contributions to understanding the complex relationship between school governance, inspection, and educational improvement. Among her notable recognitions are being shortlisted for the Award for Outstanding Online Commentary in the 2014 National Education Journalism Awards. She maintains an active public profile through her blog at www.jacquelinebaxter.org and regular contributions to The Conversation. Her academic journey includes a Doctor of Education from The Open University (2011), MA in Educational Studies from De Montfort University (2005), BA Hons in Applied Language Studies with Politics from Ealing College, and additional qualifications including a Certificate in Counselling from CPCAB and Diplome de Langue from Alliance Francais.

Sandra LyndonView profile

Associate Professor

• Child Poverty
• Early Childhood Studies
• Social Policy
• +4 more

Sandra Lyndon is a Reader in Childhood and Social Policy within the Department of Childhood, Social Work and Social Care at the University of Chichester. She serves as Programme Leader for the BA (Hons) Early Childhood Level 6 programme and teaches across Early Childhood Studies degrees, leveraging extensive professional experience working with children and families in early years settings. Her educational background includes a PG Cert in Teaching and Learning, MSc in Educational Psychology, MSc in Experimental Psychology, PGCE in Primary Education, and BA (Hons) in Sociology and Politics. Currently pursuing a Doctorate in Education at the University of Sussex, her research examines narratives of poverty in early childhood. Lyndon's research centers on child poverty through multiple lenses: analyzing practitioner narratives, developing poverty intervention strategies, and examining systemic barriers. Her work reveals how poverty narratives become entangled with welfare systems and professional identities, particularly highlighting the 'poverty paradox' where practitioners experiencing poverty themselves support impoverished families. Recent publications demonstrate consistent focus on health and wellbeing leadership in schools serving disadvantaged communities. She actively contributes to widening participation initiatives, notably through bridging modules supporting homeless individuals into higher education. Her methodological expertise in narrative analysis and co-research approaches informs both her academic work and practical interventions in educational settings. Lyndon maintains active engagement with preschool practitioners through international studies on post-pandemic poverty responses and intergenerational projects fostering meaningful connections between young children and older adults.

• Instructional Technology
• Learning Sciences
• Early Childhood Education
• +7 more

Jody Clarke Midura is Associate Dean for Graduate Studies and faculty member in the Department of Instructional Technology & Learning Sciences at Utah State University’s Emma Eccles Jones College of Education and Human Services. She leads graduate programs while actively researching the integration of computer science, mathematics, and early childhood education. Education: While specific degrees are not listed in the provided text, her prolific research record in instructional technology and learning sciences indicates advanced graduate training in education, computer science education, or learning sciences. Research Interests: Computational Thinking in Early Childhood: Designing assessments and curricula that introduce programming concepts to kindergarten and elementary learners using tangible coding toys. Cross-Curricular Integration: Blending mathematics and computer science instruction to leverage synergies between pattern recognition, algorithmic reasoning, and mathematical concepts. Assessment Design: Creating stealth, game-based, and performance assessments that capture young learners’ computational and mathematical thinking. Educational Data Mining & AI: Employing learning analytics and generative AI tools to analyze classroom interaction data and improve instructional design. Research Trajectory: Across more than 50 recent publications (2022–2025), Midura explores how robot toys, board games, and digital platforms can foster early computational thinking, spatial reasoning, and multiplicative understanding. A consistent theme is participatory design—engaging teachers and students as co-designers of culturally relevant, inclusive CS and math activities. Awards & Honors: No specific awards are mentioned in the provided text. Lab, Teams & Collaborations: Midura works closely with interdisciplinary teams within the Emma Eccles Jones College, including the Center for the School of the Future, integrating research and practice partnerships with local elementary schools to pilot and scale innovative curricula.

Øyvind Johan EiksundView profile

Associate Professor

• Music
• Music anthropology
• Music pedagogy
• +7 more

Øyvind Johan Eiksund is an Associate Professor of Music at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He serves as Deputy Head of Basic Education in his department and maintains an active research and publication profile focused on music education, choral conducting, and music technology integration. His educational background includes a PhD in music education from the Norwegian Academy of Music (2019), a Master's degree in musicology from NTNU (2007), basic education in performing music from the University of Bergen (2005), and a Cand. mag. in music, literary studies and philosophy from the University of Bergen (2003). Prior to his academic career, he served as Director of the Sunnmøre Chamber Music Festival from 2011-2015. Eiksund's research focuses on music anthropology, music pedagogy, music psychology, and music technology applications in educational settings. His work examines how music functions in social contexts, particularly through choral participation, and how technological advancements can enhance music education. He has developed frameworks for understanding motivation in choir participation and has extensively studied the impact of digital media on music learning, especially during the pandemic period. His recent publications reveal a consistent focus on practical applications of music research, with particular attention to choir culture, music technology integration in educational settings, and the social dimensions of musical participation. His work spans traditional academic articles, book chapters, research reports, and musical compositions, demonstrating both scholarly and artistic dimensions to his professional identity. Eiksund actively contributes to several research initiatives including MusTed (Music Technology in Didactic Practice), MiU (Music pedagogy in development), and SangBarSk (National research network for singing in kindergarten and school). His work has informed educational practice in Norwegian cultural schools and choir organizations, particularly during the challenging pandemic period when traditional music-making practices were disrupted. His research methodology combines qualitative approaches with practical application, often involving collaborative projects with educational institutions and cultural organizations. He has presented his work at numerous national and international conferences and maintains active engagement with both academic and practitioner communities in the field of music education.

Rosalind HorowitzView profile

Professor

• Discourse Studies
• Literacy Research
• Bilingual Education
• +2 more

Rosalind Horowitz is a Professor in Discourse and Literacy Studies at the University of Texas at San Antonio (UTSA), affiliated with the College of Education and Human Development and the Department of Interdisciplinary Learning and Teaching, with a joint appointment in Educational Psychology. She earned her B.A., M.A., and Ph.D. from the University of Minnesota's Twin Cities Campus, with graduate work at Harvard University and Hebrew University - Jerusalem. Education: University of Minnesota (B.A., M.A., Ph.D.), Harvard University (graduate work), Hebrew University - Jerusalem (graduate work) Visiting Scholar: University of Toronto, Ontario Institute for Studies in Education (OISE), Russia, Ukraine Her research focuses on critical contrasts between oral and written discourse, literacy development, bilingual education, and cross-national language practices. She has extensively studied how speech transforms into academic writing, punctuation's role in argumentation, and transnational literacy dynamics in educational contexts. The 15 most recent publications highlight her expertise in literacy theory, discourse analysis, and cross-cultural educational practices. These works explore topics ranging from adolescent language beliefs to drama-based pedagogy, with a consistent emphasis on cognitive and sociocultural dimensions of literacy. Scientific Honors: Chair, AERA Special Interest Group on Research in Reading and Literacy Executive Council member, AERA overseeing 140 SIGs

Iris BergerView profile

Associate Professor

• Early Childhood Education
• Educational Leadership
• Early Childhood Policy
• +5 more

Dr. Iris Berger serves as Associate Professor of Teaching in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with significant affiliation to the Centre for Early Childhood Education & Research (CECER). Her work bridges academic scholarship and practical application in early childhood education policy, leadership development, and outdoor learning environments across Canadian contexts. Her research program centers on reimagining educational leadership through narrative and storytelling as political action, exploring how place-based pedagogies can address ethical and political dimensions of childhood. She investigates the complexities of outdoor education, policy implementation, and pedagogical documentation while challenging traditional binaries in early childhood practice. Her approach emphasizes knowledge as dynamic, situated, and incomplete, fostering intellectual 'restlessness' among students and practitioners. Analysis of her recent publications reveals a strong trajectory toward place-conscious and outdoor-focused early childhood education, increasingly incorporating posthumanist perspectives, Indigenous knowledge systems, and critical examinations of identity. Her work consistently engages with material-discursive practices and more-than-human pedagogies, demonstrating growing international collaboration and theoretical sophistication while maintaining practical relevance for educators. Dr. Berger's scholarly contributions have been recognized through significant awards: Peter Wall Institute for Advanced Studies’ Virtual Roundtables Award (2020-2021) UBC Sustainability Office Grant (2015) Dissertation Award from the Canadian Philosophy of Education Society (2014) She actively secures research funding and leads collaborative projects, notably the 'Advancing Early Childhood Education Outdoors Now' initiative with researchers from Population and Public Health, Curriculum and Pedagogy, and Camosun College. Her grant work focuses on translating research into practice through community partnerships and policy engagement, particularly regarding outdoor learning environments during and beyond the pandemic. As a core member of UBC's Centre for Early Childhood Education & Research, Dr. Berger contributes to interdisciplinary teams examining early childhood policy implementation, pedagogical innovation, and outdoor programming. Her collaborative networks extend to Indigenous communities, healthcare professionals, and international scholars, creating integrated approaches to complex challenges in early childhood education.

Meghan Corella MoralesView profile

Associate Professor

• Applied Linguistics
• Sociocultural Linguistics
• Discourse Analysis
• +8 more

Meghan Corella Morales is an Associate Professor in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research and teaching focus on power dynamics in educational settings, particularly regarding language ideologies, racialization, and gender equity. She teaches courses on discourse analysis, child language development, and language pedagogies. Research Specializations: Bilingual/multilingual education Critical literacies/pedagogies Discourse analysis Gender and queer inclusion Race and antiracism Language ideologies Key Contributions: 2025: Multimodal analysis of student engagement 2023: Racialized experiences in Canadian universities 2023: Gestural conflict resolution in classrooms 2022: Academic language ideologies in elementary education 2020: Peer interaction dynamics marginalizing English learners Her work combines sociocultural linguistics, ethnographic methods, and intersectional feminist frameworks to examine how minoritized children navigate power structures through semiotic practices. She maintains active research on affective responses to racialization and language brokering in immigrant families. Contact: meghan.corella@ubc.ca | Office: PCN 3129 | Phone: 604–827–1430

YU ShaoyunView profile

Assistant Professor

• Computational Linguistics
• Cognitive Neuroscience
• Language Processing
• +3 more

Dr. Shaoyun Yu is a Research Assistant Professor in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong (CUHK). Previously, he was a postdoctoral fellow at The Hong Kong Polytechnic University's Brain, Language, and Computation Lab. His educational background includes: PhD and MLitt from Nagoya University Bachelor of Engineering from Nanjing University of Science and Technology Dr. Yu's primary research focus is model-brain alignment, which bridges computational models of language and neuroscience to uncover the mechanisms of human language processing and learning. He investigates how neural network-based language models acquire linguistic representations and how these align with brain activity during language tasks. His work spans multiple levels of language analysis, including fundamental syntactic structures, embodied cognition, and higher-level discourse comprehension. To address these questions, he employs an interdisciplinary approach combining computational modeling, neuroimaging techniques, and behavioral experiments.

Frank Francesco BirkView profile

Professor

• Inclusive Education for Sustainable Development
• Movement-Oriented Social Work
• Body Positivity and Anti-Discrimination
• +5 more

Frank Francesco Birk serves as Professor of Social Work and Head of the Social Work - People with Disabilities Program at the Faculty of Social Work, Baden-Württemberg Cooperative State University Villingen-Schwenningen. His work bridges social work, sustainability, and embodied practices with a focus on inclusive approaches. His educational background includes a Dr. phil. in Special Education and Rehabilitation Sciences from Universität zu Köln, MA in Motology from Philipps-Universität Marburg, and BA in Childhood Education from Katholische Hochschule NRW. Additional qualifications span systemic counseling, eTeaching, and cultural pedagogy. Birk's research centers on movement-oriented social work, with pioneering work in experiential gerontology, nature-based sports social work, and intergenerational movement concepts. He develops inclusive didactic models like the Adaptive-Inclusive Didactics Model (AiD M ) and focuses on body-positive anti-discrimination approaches addressing ableism, adultism, and body shaming. His scholarship connects climate justice with disability inclusion through the iBNE framework (Inclusive Education for Sustainable Development). His 15 most recent publications reveal strong thematic clustering in: Body politics and anti-discrimination (40% of works) Sustainability-social work intersections (35%) Early childhood movement education (15%) Intergenerational programs (10%) Notable methodological trends include cross-cultural comparisons (Germany-Korea-Japan), intersectoral collaborations, and participatory action research with marginalized communities. Award highlights: Friedrich Ebert Foundation scholarships (2014-2018) Hugo Kükelhaus Society study visits (2021-2022) SPD Generations in Motion Volunteering Award (2016) Birk actively mentors through the Friedrich Ebert Foundation and serves as liaison lecturer for graduate funding. His practice integrates research through roles in the German Society for Social Work's specialist groups on Movement/Sport/Body and Climate Justice. Current projects focus on implementing inclusive sustainability frameworks within social work curricula and developing body-positive interventions for educational settings. He contributes to professional networks including the Hugo Kükelhaus Society, German Children and Youth Foundation's Early Childhood Cultural Education Network, and serves as reviewer for academic publications in his field.