Find Academic Supervisors

Andrea HorbachView profile

Professor

• Natural Language Processing
• Educational Technology
• Automated Essay Scoring
• +3 more

Prof. Dr. Andrea Horbach is a Professor of 'Teaching and Learning in the Digital World' at Christian-Albrechts-University of Kiel (CAU) and the Leibniz Institute for Science and Mathematics Education (IPN). She leads the EduNLP junior research group, focusing on Natural Language Processing (NLP) for educational applications. Previously, she held a Junior Professorship in Digital Humanities at Hildesheim University and led the EduNLP group at FernUniversität Hagen. Her research emphasizes automated essay scoring, feedback generation, and language technology for education. Education: PhD in Computational Linguistics, Saarland University (2018) MSc (Diplom) in Computational Linguistics, Saarland University (2008) Postdoctoral Research at Duisburg-Essen University (2016–2021) Research Interests: NLP for education, automated content scoring, AI-driven feedback systems, and cross-lingual learning applications. Her work bridges technical NLP advancements with practical classroom needs, aiming to enhance writing and assessment tools for learners. Articles & Projects: Recent contributions address automated scoring weaknesses, AI feedback effectiveness, and benchmarking visio-linguistic models. She co-edits proceedings for NLP in education and collaborates on projects like CATALPA to integrate language-centric digital tools into teaching. Awards: None explicitly listed. Advising & Grants: Supervised over 20 theses on topics like adversarial input detection in scoring systems and multilingual spellchecking. Active in funding initiatives for educational NLP and has led CATALPA’s EduNLP group. Labs/Teams: Leads the EduNLP group and collaborates with CATALPA, focusing on predictive analytics and advanced learning technologies.

Matthew KnoesterView profile

Associate Professor

• Educational Assessment
• Democracy in Education
• Bilingual Education
• +3 more

Matthew Knoester is an Associate Professor of Educational Studies, specializing in critical democratic education, alternatives to standardized testing, and bilingual education. His work emphasizes equitable educational practices and the role of schools in fostering democracy. He has co-authored Beyond Testing: Seven Assessments of Students and Schools More Effective than Standardized Tests (2023), which won the Critics’ Choice Book Award from the American Educational Studies Association (AESA), and edited International Struggles for Critical Democratic Education (2012), also honored by AESA. His research spans topics like voting behavior among youth, multicultural pedagogy, and the societal impacts of educational policies. Key research interests include democratic school models, civic engagement, and equity in assessment practices. His articles explore themes such as the fragility of democracy in education, bilingual literacy challenges, and the sociocultural dimensions of schooling. Knoester advocates for educational reforms that prioritize student-centered learning and systemic justice. Awards: Critics’ Choice Book Award (2023), Critics’ Choice Award (2013) His scholarship bridges theory and practice, addressing issues like the misalignment between educational policies and school realities, and the importance of global competence in teacher training. Despite no explicit mention of institutional affiliations, his work consistently engages with systemic inequities in education systems.

• Education Policy
• Educational Equity
• Refugee Education
• +3 more

Anna Sullivan is a Professor of Education at UniSA Education Futures , University of South Australia (UniSA). Her research focuses on educational equity, refugee education, teacher retention, and school discipline practices. She holds a leadership role as a Research Degree Supervisor and contributes to policy discussions around marginalized student populations. Her work critiques systemic inequities in education systems and explores solutions for inclusive schooling environments. Research Interests: Educational Policy Analysis School Attendance and Exclusion Refugee and Migrant Student Integration Teacher Wellbeing and Retention EdTech and Classroom Metrics Cultural Competence in Schools Her recent research highlights include examining how digital tools like ClassDojo reshape disciplinary practices, the challenges faced by substitute teachers, and the intersection of multicultural policies with refugee education outcomes. Sullivan advocates for evidence-based policy reforms to address disparities in school attendance and disciplinary outcomes for vulnerable groups such as students in out-of-home care. Advising & Grants: As a Research Degree Supervisor, she guides postgraduate students through impactful research projects. Her work frequently intersects with community organizations and government bodies to inform practical educational interventions.

• Bilingual Education
• English Language Learners (ELLs)
• Latino Education
• +3 more

Dr. Patsy J. Robles-Goodwin is a Professor of Education and Director for Bilingual/ESL Programs at Texas Wesleyan University, Fort Worth, Texas. She holds an Ed.D. in Early Childhood Education from Texas Woman’s University, an M.L.A. in Bilingual/ESOL Education from Southern Methodist University, and a B.S. in Elementary Education from Texas Tech University. Education: Ed.D., Early Childhood Education, Texas Woman’s University M.L.A., Bilingual/ESOL Education, Southern Methodist University B.S., Elementary Education, Texas Tech University Her research focuses on educational issues affecting English Language Learners (ELLs), particularly Latino students and families, biliteracy development, diversity training, and the administrative experiences of Latinas in public schools. She is also investigating the cultural and teaching experiences of Latino educators in dual language classrooms. Dr. Robles-Goodwin’s recent publications and presentations emphasize bilingual science pedagogy, culturally responsive teaching, community engagement, and equity in education. Her work often bridges early childhood education with environmental literacy, utilizing international study experiences in Ecuador, Peru, Spain, and South Africa. Scientific Awards and Grants: Sam Taylor Fellowship (2011) Office of English Language Acquisition (OELA) Grant (2020) Global Scholars Grant for South Africa travel (2005) She actively advises graduate students and collaborates with educators on dual language methodologies, parental engagement, and STEM integration. Her work includes developing the Waste in Place environmental education curriculum and co-authoring children’s books on biliteracy and cultural themes.

Maria Giovanna OnoratiView profile

Associate Professor

• Sociology of Culture
• Consumer Behavior Analysis
• Intercultural Communication
• +3 more

Maria Giovanna Onorati is a full-time Associate Professor of Sociology of Cultural and Communicative Processes at the University of Gastronomic Sciences (UNISG), located in Pollenzo, Italy. She holds a PhD in Theory of Language and Sciences of Signs from the University of Bari. Her roles include teaching, research coordination, and institutional leadership, such as Delegate for Anti-Discrimination and Inclusion Policies and member of the Ethics Committee at UNISG. Her research focuses on food as a driver of cultural integration, with emphasis on media’s role in shaping food practices, taste sociology, and intercultural communication. Key projects include the UNHCR-funded 'Food for Inclusion' and initiatives like 'Sustainable Eating in the New Normal.' She has contributed to European education projects on intercultural competence and vocational training. Publications span food consumption during pandemics, plant-based dietary trends, and the interplay between cultural identity and food origins. Her work bridges sociology, media studies, and gastronomy, addressing contemporary issues of sustainability and inclusion.

Mehari GebreyohannsView profile

Clinical Professor

• Global Health
• Neurology
• Stroke Care
• +5 more

Dr. Mehari Gebreyohanns is a Clinical Professor in the Department of Neurology at UT Southwestern Medical Center. He is a renowned stroke specialist and leader in global neurology, spearheading initiatives like the BORNE Initiative to address neurological care disparities in Ethiopia. His work bridges clinical care, education, and research through collaborations with institutions worldwide. Educational Background: Bachelor of Science in Biology, Georgia State University Medical Degree, Morehouse School of Medicine Neurology Residency & Vascular Neurology Fellowship, Medical College of Georgia Research Focus: Dr. Gebreyohanns’ research targets global neurological disparities, particularly in Sub-Saharan Africa. He develops culturally tailored interventions (e.g., Amharic stroke terminology) and advocates for telemedicine expansion. His work emphasizes stroke prevention and systemic healthcare solutions in underserved regions. Professional Recognition: Leadership roles in Mission Thrombectomy and African Stroke Organization President’s Award for Diversity & Humanism (UT Southwestern) Excellence in Teaching Award (Neurology Core Clerkship) Grants & Outreach: Directed UT Southwestern’s Telestroke Development program and established Texas’ first Joint Commission-designated stroke center. His Global Neurology Elective program fosters cross-cultural clinical training for residents. Labs/Teams: Active in the Cerebrovascular Diseases and Stroke Section, leading multidisciplinary teams to advance global stroke care through the BORNE Initiative and MT-GLASS studies.

Nicola IvoryView profile

Lecturer

• Addictive Behaviors
• Neurobiological Models of Personality
• Drug and Alcohol Use
• +3 more

Dr. Nicola Ivory is a Lecturer in the School of Psychology at Charles Sturt University, where she has been a faculty member since 2022. She holds a PhD from Deakin University, focusing on Reinforcement Sensitivity Theory and coping behaviors in alcohol use. Her teaching portfolio includes research methods, statistics, and foundational psychology courses such as personality and cognitive psychology. Dr. Ivory’s research interests center on drug and alcohol use, addictive behaviors, and neurobiological models of personality, particularly leveraging Reinforcement Sensitivity Theory. Her work frequently intersects with interdisciplinary studies, including collaborations on global childhood communication and rural health disparities. Notable contributions include scoping reviews on professional identity in social work and innovative placement models in education. She has received several accolades, including the Charles Sturt “Research Excellence Through Partnership Award” (2022) and the ANZSWWER Research Achievement Awards (2023). Her research has addressed topics like rural mental health staff wellbeing, global child voice projects, and disaster preparedness in social work practice. Dr. Ivory’s grants include funding for rural student research during the pandemic and a pilot study on non-governmental mental health staff retention. She actively participates in collaborative networks, such as the Psychosocial Well-being of Rural and Regional Australians Research Group and the Children’s Voices Centre, advancing community-focused initiatives.

Andres Escarbajal FrutosView profile

Associate Professor

• Inclusive Education
• Educational Policy
• Immigrant Student Integration
• +3 more

Dr. Andres Escarbajal Frutos is an Associate Professor in the Department of Didactics and School Organization at the University of Murcia's Faculty of Education. He holds a Doctorate in Education from the same institution, focusing his doctoral research on socio-educational responses to immigrants in the Murcia region. His work emphasizes inclusive education, immigrant integration, and teacher training, particularly in multicultural contexts. He has contributed to over 50 peer-reviewed articles since 2012, analyzing topics such as intercultural education, immigrant student success, and policy effectiveness in vulnerable communities. Research interests include: Inclusive education policy implementation Educational responses to cultural diversity Teacher training for multilingual classrooms Academic performance of immigrant students Socioeconomic factors in educational exclusion His recent studies (2020-2025) reveal a focus on: Impact of active learning methodologies Role of orientation services in inclusion Quality assessment of inclusive practices Unaccompanied minor integration challenges Publications consistently address: Educational equity Immigrant integration strategies Teacher competency development Vulnerable community dynamics

Florian SchachtView profile

Professor

• Mathematics Education
• Digitalization in School and University Teaching
• Inclusion in Mathematics Classroom
• +4 more

Prof. Dr. Florian Schacht serves as Full Professor in Mathematics Education at the University of Duisburg-Essen's Faculty of Mathematics, where he leads the Department of Mathematics Education and the Center for Teacher Education. His leadership extends internationally as an elected member of the European Society for Research in Mathematics Education (ERME) Board and Chairman of the German Society for Didactics of Mathematics (GDM) since 2025. PhD in Mathematics Education from TU Dortmund University (2011) Studies in Mathematics and Music at TU Dortmund University (2003-2008) Trainee teacher at Cecilien-Gymnasium Düsseldorf (2011-2013) Schacht's research pioneers the integration of digital tools in mathematics education, with emphasis on inclusive practices and language-sensitive instruction. His work addresses critical challenges in teacher professionalization through major initiatives like QuaMath and the German Center for Mathematics Teacher Education (DZLM). Current projects explore augmented reality applications (AR4MATH), programming in primary education (ProMaPrim), and sustainable development frameworks in mathematics curricula. His leadership in European educational strategy focuses on AI literacy, big data pedagogy, and sustainable development goals within mathematics education. Major collaborative projects include PITCH (digital examinations innovation), SMART (formative assessment systems), and MACO (addressing pandemic learning gaps). ERME Board Member (2025-present) GDM Chairman (2025-present) Center for Teacher Education Director (2022-present) DZLM Network Partner (2020-present) Schacht mentors junior researchers through the AG Schacht working group and coordinates multiple federally funded initiatives. His team actively develops digital learning environments while investigating cognitive aspects of mathematical reasoning through projects like SignEd|Math for deaf students. Current research priorities focus on algorithmic thinking integration and critical data literacy development across educational levels. The AG Schacht working group comprises over 15 researchers including doctoral candidates and postdocs, operating from the Thea-Leymann-Straße campus. Key collaborations include the XR-Learning initiative for extended reality applications and the DaF/DaZ partnership addressing language diversity in mathematics instruction.

Jane WhiteView profile

Lecturer

• Aboriginal Health
• Process Evaluation
• Pharmacology
• +3 more

Dr. Jane White is a Lecturer in the School of Medical and Health Sciences at Edith Cowan University (ECU), where she teaches Pharmacology and Paramedic Professional Practice. Her research focuses on pharmacological and rehabilitation interventions for stroke and brain injury survivors, with particular emphasis on Aboriginal health and process evaluation methodologies. She holds a PhD (1998) and BSc (1994) from Scotland and has extensive experience working in UK clinical trials at a Contract Research Organisation. Education: Doctor of Philosophy (1998), Bachelor of Science (1994), both from Scotland Her research integrates clinical practice with health equity, addressing gaps in rehabilitation services for Indigenous populations. Recent work emphasizes culturally secure interventions and aligns with global health goals. She collaborates on interdisciplinary projects involving speech-language pathology, interprofessional education, and sustainable development frameworks. While no scientific awards are listed, her contributions to process evaluation methodologies and Aboriginal health research demonstrate significant academic engagement. Teaching responsibilities include pharmacology, research methods, and postgraduate supervision.

Sandra FahyView profile

Associate Professor

• North Korean Human Rights
• Refugee Studies
• Famine and Food Security
• +7 more

Associate Professor Sandra Fahy holds a position in the Faculty of Public and Global Affairs at Carleton University, contributing to the Bachelor of Global and International Studies (BGInS) program. She earned her BA and MA from York University and a PhD in Social Anthropology from the University of London. Her research focuses on North Korean human rights, refugee experiences, famine survivor narratives, and the use of forensic media analysis to document state abuses. Prior to her current role, she held postdoctoral fellowships in Paris and Los Angeles, and taught at Sophia University in Tokyo. Education: BA and MA from York University; PhD in Social Anthropology, University of London Research Focus: North Korean human rights, refugee studies, famine, forensic media analysis, East Asian politics Professional Experience: Postdoctoral fellowships at EHESS, USC; faculty at Sophia University Dr. Fahy’s academic contributions include two major books: Marching through Suffering: Loss and Survival in North Korea (2015) and Dying for Rights: Putting North Korea’s Rights Abuses on the Record (2019). Her work critically examines oral histories of famine, state censorship, and transnational advocacy. She is currently writing a book analyzing how state governments employ video technology to deny human rights violations, linking this to broader themes in computational propaganda and surveillance. Her peer-reviewed articles span topics including gender-based violence in Korea, North Korean language and truth narratives, and the intersection of social support and resilience in Filipino senior citizens. Fahy’s methodologies emphasize qualitative techniques for sensitive topics, informed by training at Yad Vashem. Awards and Recognition: Her doctoral work was nominated for several awards, though specific prizes are not listed here. She contributes to policy discussions on global human rights and security concerns. With expertise bridging social anthropology and global studies, Fahy’s teaching and research address contemporary challenges in migration, state crimes, and misinformation, reflecting a commitment to interdisciplinary and globally oriented scholarship.

Hongbo DuView profile

Professor

• Data Mining
• Machine Learning
• Image Processing
• +3 more

Professor Hongbo Du is a faculty member at the University of Buckingham's School of Computing within the Faculty of Computing, Law and Psychology. He holds a BSc in Computer Automation from Beijing, an MSc in Computing from the University of Essex, and an MPhil in Computing. His research focuses on Data Mining, Machine Learning, Image Processing, and Time Series Analysis with applications in medical diagnostics. Notable collaborations include work with TenD Medical AI Technologies, DeepNet Security, and the Wellcome Trust Sanger Institute. He currently leads modules like Principles of Database Systems and Applied Techniques of Data Mining and Machine Learning, and directs GPP collaboration programmes. His research emphasizes practical problem-solving using machine learning, particularly in analyzing ultrasound and biomedical images for cancer diagnosis (e.g., breast and thyroid lesions). He has supervised multiple PhD and MRes projects in medical image analysis and co-authored numerous peer-reviewed publications. His work spans from technical innovations like Clustered-CAM visualization techniques to clinical applications such as Doppler feature analysis for thyroid cancer detection. Prof Du's contributions extend to curriculum development and educational methodologies, including data mining pedagogy. His projects often involve interdisciplinary approaches, combining medical expertise with computational techniques to address healthcare challenges.

Malini SurView profile

Associate Professor

• Mobility Studies
• Borderlands Anthropology
• Urban Technologies
• +3 more

Malini Sur is an Associate Professor of Anthropology at the School of Social Sciences , Western Sydney University, and currently serves as the Director of Higher Degree Research and Teaching at the Institute for Culture and Society . Her research explores the complex interplay of human mobility, material flows, and environmental dynamics across South/Southeast Asian borderlands. Specializes in borderland ethnography , urban cycling studies , and climate change impacts Recipient of 8 major academic awards including South Asian Studies Association's President's Book Prize Active in international collaborations with institutions in Australia, Netherlands, Canada, and Singapore Her award-winning documentary 'Life Cycle' has been globally screened and integrated into university curricula, while the current 'Parramatta Redux' project examines urban renewal through everyday mobilities. She contributes to influential journals and serves on editorial boards including South Asia – Journal of South Asian Studies and Australian Journal of Anthropology .

Daniela GötzeView profile

Professor

• Mathematics Education
• Primary Education
• Language-Responsive Teaching
• +3 more

Daniela Götze is a Professor of Didactics of Mathematics in Primary Education at Technische Universität Dortmund since October 2022. She previously held professorships at the University of Siegen (2019–2021) and the University of Münster (2021–2022). Her academic background includes a doctorate from Paderborn University (2007) on 'Mathematical Conversations Among Children' and roles as a research assistant and senior academic councillor at TU Dortmund’s Institute for Development and Research in Mathematics Education. Her research focuses on designing language-conscious mathematics instruction, teacher professionalization for comprehension-oriented teaching in primary schools, and supporting schools in challenging social environments. Key initiatives include the QuaMath program (a quality development initiative for mathematics teaching and teacher training) and digital tools for fostering mathematical understanding. Her publications span mathematics education policy, inclusive pedagogy, and diagnostic methods, with a strong emphasis on integrating language and mathematics learning. She contributes actively to professional organizations like the Gesellschaft für Didaktik der Mathematik (GDM), shaping curricula and educational standards.

Elizabeth Bifuh-AmbeView profile

Associate Professor

• Literacy Development and Assessment
• English as a Second Language (ESL/EL)
• Multicultural Education
• +4 more

Elizabeth Bifuh-Ambe is an Associate Professor in the School of Education at the University of Massachusetts Lowell (UML), affiliated with the College of Fine Arts, Humanities & Social Sciences. She holds a Ph.D. in Education from the University of Southern Mississippi (2005) and has over 25 years of academic experience in Cameroon, Niger, and the U.S. Her research focuses on literacy development, ESL/ELL instruction, multicultural education, and global educational policy, particularly in Sub-Saharan Africa. Dr. Bifuh-Ambe's work emphasizes equity in education through culturally responsive pedagogy, teacher training, and policy analysis. Notable contributions include studies on ethnic identity among Vietnamese American youth, postcolonial African educational systems, and leveraging education for national/global development. She has authored/co-authored over 20 peer-reviewed articles, book chapters, and monographs. Her professional service includes roles as Board Member of Lowell Community Charter Public School, Faculty Senator, and mentor in Africa-Diaspora research initiatives. Awards include AAUW Honorary Membership (2008) and recognition for teaching excellence from UNCW (2007-2008). She advises doctoral students on topics like immigrant youth identity, language anxiety, and global educational equity.