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Elisabeth Moser OpitzView profile

Professor

• Special Education
• Inclusive Education
• Mathematics Education
• +3 more

Prof. Dr. Elisabeth Moser Opitz is a Full Professor of Special Education with a focus on Inclusion and Instruction Research at the University of Zurich. She leads the Institute of Educational Science and has held academic roles since 2010. Her research prioritizes inclusive education, mathematics learning difficulties (e.g., dyscalculia), and diagnostic tools for educational assessment. Key projects include SMILE (addressing mathematics difficulties in adolescents) and the Zurich Learning Progress Study (LEAPS) , examining learning trajectories from kindergarten through compulsory schooling. She has authored over 100 publications, focusing on teacher training, special education practices, and social-emotional development in classrooms. Education: 2000: Doctorate in Educational Science (University of Fribourg) 1991: Master's in Special Education (University of Fribourg) 1983: Primary School Teaching Certification Research Interests: Moser Opitz investigates inclusive pedagogical strategies, early numerical competence, and systemic educational equity. Her work bridges theory and practice, emphasizing teacher collaboration and contextual factors influencing student success. Grants/Leadership: Active in Swiss National Science Foundation projects (e.g., SinuS analyzing secondary school inclusion). She directs the LEAPS consortium, combining interdisciplinary expertise from multiple Swiss universities. Her contributions include developing diagnostic tools like the BASIS-MATH-G series for early mathematics assessment. Labs/Teams: Leads projects at the Institute of Educational Science, collaborating with experts in mathematics didactics, educational psychology, and teacher education.

Georg JäggleView profile

Professor

• Educational Robotics
• STEM Education
• Sustainability Education
• +3 more

Prof. Georg Jäggle is a Professor of Vocational Education at the University College of Teacher Education Vienna (PH Wien), specializing in educational robotics, STEM pedagogy, and sustainability education. He leads the Department of Vocational Education within the Institute for Secondary Level Vocational Education (I:SBB). His work integrates technology-enhanced learning environments, focusing on project-based methodologies to bridge gaps between education and industry needs. Key projects include the Recycling Heroes initiative (2022–2024), which employs citizen science to promote circular economy awareness, and the EU-funded ER4STEM project (2017–2018), fostering STEM engagement through robotics. Prof. Jäggle holds a Dipl.-Ing. (FH) and a Dr. in engineering education, with prior industry experience as an engineer and vocational school teacher. His research emphasizes digital competence development, intergenerational learning, and inclusive education strategies. He has coordinated interdisciplinary teams across 10+ EU and national projects, including RoboCoop (2018–2022) and Makers@school (2017–2019), which implemented robotics and maker culture in schools. His teaching spans applied mathematics, engineering, and automation technology at both academic and vocational levels. Research interests include technology integration in vocational training, lifelong learning frameworks, and the impact of educational robotics on student motivation. Recent publications (2022–2024) explore STEM career self-efficacy, sustainability curriculum innovation, and cross-generational robotics collaboration. He currently serves in the Center for Research Management (Zentrum Forschungsmanagement) at PH Wien, advancing applied research in MINT (STEM) education and educational technology.

• Physical Education
• Health Education
• Higher Education
• +2 more

Dr. Brent Bradford is a Professor and Co-Chair of the Interdisciplinary Research Cluster on Wellness in the Faculty of Education at Concordia University of Edmonton. His academic journey includes a Bachelor of Education (2000), Diploma in Education (2008), Master of Education (2010), and PhD (2015), all completed at the University of Alberta. Dr. Bradford's research spans physical education, health education, inclusive education, higher education pedagogy, and campus wellness initiatives. His work emphasizes practical applications for educators, with significant focus on physical literacy development, inclusive classroom strategies, and wellness program design. He has secured funding from SSHRC and NSERC for projects related to early childhood physical activity, science communication, and doctoral education experiences. His publications demonstrate consistent focus on innovative teaching methodologies, inclusive education frameworks, and wellness promotion across educational contexts. Recent work frequently addresses pandemic-era educational challenges, alternative learning environments, and cross-cultural comparisons of educational practices. Notable Awards: Alberta Teachers’ Association HPEC Award (2001) PHE Canada Young Professional Award (2003) University of Alberta Graduate Student Teaching Award (2011) Gerald S. Krispin President’s Research Award (2019) Dr. Bradford leads the Interdisciplinary Research Cluster on Wellness and supervises graduate students. He has secured substantial research grants including SSHRC and NSERC funding for projects on student wellness and physical education innovation. As founder of The Doctoral Journey in Education book series, he maintains active research collaborations across institutions.

Mona HolmqvistView profile

Professor

• Educational Science
• School and Teaching Profession
• Learning Theories
• +7 more

Mona Holmqvist is a Professor of Educational Sciences specializing in school and the teaching profession at Lund University's Department of Educational Sciences within the Faculty of Humanities and Theology. She serves as Director of Doctoral Studies in Educational Sciences and has held professorships since 2017, returning to Lund University in 2023 after positions at HKr, GU, and MAU. Her academic journey began with teacher certification for grades 4-6, subject teaching credentials for 7-9, and secondary teaching in pedagogy/psychology, culminating in her 1995 PhD in pedagogy from Lund University focused on teaching students with autism. Her research spans learning theories, particularly variation theory development, and practice-based educational research from early childhood to higher education. Holmqvist has special expertise in subject didactics and special didactics for individuals with ADHD and autism. She has served as principal investigator for ten externally funded research projects and coordinated three research schools, including the National Research School for Pedagogical Work (2001-2010) and SET—Research School in Special Education for Teacher Educators (2018-2022). Her recent publications demonstrate a strong focus on inclusive education, special didactics, and early mathematics development, with particular attention to students with autism and ADHD. Current projects include a VR-funded study on number sense in 5-6 year-olds and an Erasmus project for higher education course development in Bhutan. Professional leadership roles include Vice Chair of the Academic Merit Review Board in Higher Education Pedagogy at Lund University, membership on the Swedish Research Council's Committee for Educational Sciences, and editorial board positions for three academic journals. Director of Doctoral Studies in Educational Sciences at Lund University Principal Investigator for 10+ externally funded research projects Supervisor for 14 doctoral students and 9 licentiates Member of Swedish Research Council's Educational Science Committee Editorial board member for 3 academic journals Her work consistently bridges theoretical frameworks with practical classroom applications, particularly in inclusive educational settings and teacher professional development. Current research emphasizes content-inclusive teaching approaches that provide equitable learning opportunities for diverse student populations.

BAYRAM ÇETİNView profile

Professor

• Measurement and Evaluation in Education
• Educational Statistics
• Research Methods in Education
• +3 more

Professor BAYRAM ÇETİN is affiliated with Gaziantep University , where he serves in the Faculty of Education within the Department of Educational Sciences , specializing in Measurement and Evaluation in Education . His academic career spans multiple institutions, including Gazi University and Sakarya University. Doctorate in Measurement and Evaluation in Education (2005, Hacettepe University) Master’s in Measurement and Evaluation in Education (2002, Hacettepe University) Licence in Classroom Teaching (1993, Çukurova University) His research focuses on educational measurement , psychometric modeling , statistical analysis in education , and assessment equity . He has developed numerous scales and rubrics for educational evaluation, emphasizing SOLO taxonomy , CHAID analysis , and generalizability theory . Professor Çetin has authored 12 books/chapters, including Research Methods in Education and Measurement and Evaluation in Education , and published over 65 peer-reviewed articles. His recent work explores online formative assessment , ADHD diagnostics , and cross-cultural PISA data . He has supervised 25+ theses, including studies on cyberbullying , metacognition , and test development . He has held administrative roles such as Director of Research and Application Center (2022) and Dean (2020). His projects include international collaborations like Erasmus+ KA201 and national grants on virtual reality in medical education .

• Child Disability
• Developmental Disabilities
• Rehabilitation
• +4 more

Annette Majnemer is a Professor at McGill University's School of Physical and Occupational Therapy within the Faculty of Medicine and Health Sciences. She serves as a Senior Scientist at the Research Institute of the McGill University Health Centre (IR-MUHC), where she is affiliated with both the Child Health and Human Development Program and the Center for Evaluative Research in Health. Her academic career is firmly rooted in pediatric rehabilitation science, with particular emphasis on understanding and improving outcomes for children with developmental disabilities. Dr. Majnemer's research program focuses on child, adult, and environmental factors that influence activity limitations and participation restrictions in children and youth with developmental disabilities. She has particular expertise in studying children born at high risk of impairment, including preterm survivors and children with congenital heart disease, as well as those with cerebral palsy. A significant portion of her recent work has centered on knowledge translation and exchange strategies designed to promote best practices in early identification of impairment and adoption of effective rehabilitation interventions. She leads the CHILD-BRIGHT Network, a pan-Canadian patient-oriented research strategy targeting children with brain-based disorders, which represents one of the most significant collaborative efforts in childhood disability research in Canada. Her publication record demonstrates a strong trajectory in childhood disability research, with recent work increasingly focusing on innovative approaches to rehabilitation service delivery, including telehealth, digital interventions, and gamification strategies to enhance participation. The breadth of her research spans from basic understanding of developmental trajectories to implementation science examining how to effectively integrate evidence into practice. Her work consistently emphasizes patient and family engagement, recognizing the critical importance of incorporating the perspectives of children with disabilities and their families in research design and service development. Dr. Majnemer has been instrumental in developing and evaluating coaching interventions for parents of children with developmental delays, examining how to optimize leisure participation for children with disabilities, and creating tools to measure inclusion in community settings. Her work on the Child Community Health Inclusion Index represents an important contribution to the field's ability to assess and improve community participation for children with disabilities. Through her leadership of the CHILD-BRIGHT Network and numerous collaborative research projects, Dr. Majnemer has established herself as a central figure in Canadian childhood disability research, bridging clinical practice, research, and policy to improve outcomes for children with disabilities and their families across the country.

Cathy LewinView profile

Professor

• Digital Pedagogy
• Educational Technology
• Sociocultural Theory
• +5 more

Professor Cathy Lewin is a leading academic in the field of Education and Educational Technology at Manchester Metropolitan University, where she has been employed since 2001. With a background in mathematics and computer science, she transitioned from software engineering to educational research after completing her PhD at the Open University in 1997. Her work focuses on digital pedagogy, socio-cultural theories of learning, and the integration of technology in educational settings. Co-editor of the British Journal of Educational Technology (2023–present) Former Editor of Learning, Media and Technology (2004–2010) External examiner for MSc Educational Research (University of Bristol, 2012–2015) and Open University courses Lewin’s research has significantly influenced educational policy through large-scale evaluations for organizations such as the Education Endowment Foundation, European Commission, and UK Government. She has led or co-led projects including the EU FP7 iTEC project, Whole School SEND Review, and Oasis Horizons iPad initiative. Her methodological expertise spans quantitative and qualitative approaches, with a particular emphasis on mixed methods and socio-cultural frameworks. Recent publications examine topics like digital pedagogy, the impact of social media on teacher professional development, and the integration of formal and informal learning through technology. Her work has been instrumental in shaping guidance reports for educators, such as the EEF’s Using Digital Technology to Improve Learning , which has informed technology investments in schools globally. IFIP Service Award for contributions to the International Federation of Information Processing Editorial Board member for multiple journals including Pedagogy, Culture and Society Lewin supervises doctoral students in areas such as digital pedagogy, computing education, and sociocultural theories of learning. She welcomes supervisees exploring the intersection of technology, inclusion, and educational practices.

Zachary WalkerView profile

Professor

• Inclusive Education
• Educational Neuroscience
• Leadership Development
• +3 more

Professor Zachary Walker is Head of the Department of Psychology and Human Development at University College London's Institute of Education (IOE). He holds a BSc in Health and Human Development, an MBA in International Business, an MA in Education (ESL), and a PhD in Exceptional Education. His research focuses on inclusive leadership, educational neuroscience, and innovative pedagogy, with emphasis on cross-cultural policy analysis and technology integration in education. Walker has led over 40 international projects on diversity, inclusion, and high-performance leadership. He serves as Academic Director of the Laidlaw Scholarship Programme and chairs the Global Perspectives Strategic Advisory Group. His work emphasizes marginalized populations and transformative education policies. Notable contributions include advancing access for students with disabilities and developing frameworks for culturally responsive teaching. Walker is a sought-after speaker and has authored Teaching the Last Backpack Generation , a guide for leveraging mobile technology in secondary education. Education: BSc in Health and Human Development, Penn State University MBA in International Business, Pittsburgh State University MA in Education (English as a Second Language), University of Alabama-Birmingham PhD in Exceptional Education, University of Central Florida Research & Leadership: Head of Department: Psychology & Human Development (2021–2026) Former Academic Head of Learning and Teaching at IOE Former Assistant Professor at National Institute of Education, Singapore Awards & Affiliations: Advance HE Principal Fellow Member of Council for Exceptional Children (CEC) Editorial Board Member: Multiple Academic Journals Impact: His initiatives include empowering educators to address neurodiversity in workplaces and advocating for equitable access to higher education. Walker’s speaking engagements span five continents, focusing on Generation Z pedagogy and organizational leadership.

Sara WitmerView profile

Associate Professor

• School Psychology
• Assessment Practices
• Educational Equity
• +3 more

Sara Witmer is an Associate Professor of School Psychology at Michigan State University (MSU), holding a Ph.D. from the University of Minnesota and National Certified School Psychologist (NCSP) certification. She is affiliated with the College of Education’s Department of Counseling, Educational Psychology & Special Education (CEPSE). Her roles include Principal Investigator for Project ETUDE (funded by the Institute of Educational Sciences) and Project Director for Project Hi2LD (funded by the U.S. Office of Special Education and Rehabilitative Services), which focus on improving assessment practices and reducing graduate study costs for school psychology and special education students. Education: Dr. Witmer earned a Ph.D. in School Psychology from the University of Minnesota. She also holds an NCSP credential, reflecting her specialization in school-based psychological services. Research Interests: Her work centers on enhancing instructional decision-making through equitable assessment practices, particularly for at-risk students, students with disabilities, and English language learners. Key themes include validity and fairness in testing, accommodation use, and the integration of accessibility tools into large-scale accountability systems. She employs empirical and mixed-methods approaches to address disparities in educational measurement. Projects & Grants: Leading Project ETUDE (IES-funded) and Project Hi2LD (OSE-funded), she investigates testing accommodations’ effectiveness and develops interdisciplinary training programs. These initiatives aim to improve outcomes for K-12 students and reduce barriers to graduate education. Labs/Teams: While no specific lab is mentioned, her research aligns closely with MSU’s CEPSE department and interdisciplinary efforts within the College of Education, such as the CREATE for STEM Institute. She collaborates with national and international agencies to advance inclusive assessment policies.

Vien CheungView profile

Associate Professor

• Colour and Philosophical Studies
• Imaging and Vision Science
• Textile and Materials Science
• +4 more

Dr Vien Cheung is an Associate Professor at the University of Leeds' School of Design, part of the Faculty of Arts, Humanities and Cultures. Her research focuses on colour science, imaging, and textile technology, with specializations in areas like colour in EDI, cultural heritage, and material design. She holds a Gold Medal (2023) from the Society of Dyers and Colourists (SDC) for contributions to colour research and education. Dr Cheung’s expertise includes Colour and Philosophical Studies, Imaging and Vision Science, and Textile/Materials Science. She has explored topics such as colour perception, textile manufacturing innovation, and the cultural significance of colours in historical art. Her work bridges art, science, and technology, addressing both theoretical and applied challenges. Education: BSc (Hon) Textile Chemistry, MSc Colour Imaging, PhD in Colour and Imaging Science. Professional Memberships: International Colour Association (AIC), Society of Dyers and Colourists (SDC), and others. Her research outputs span colour harmony, digital anthropometry in textiles, and instructional design for language learning. She advocates for inclusive design practices and has contributed to the University of Leeds’ World Changemakers series on impactful research. Awards: SDC Gold Medal (2023), Fellowship of the SDC (FSDC), and Chartered Colourist (CCol) certification.

Olivia KeiserView profile

Professor

• HIV Research
• Hepatitis
• Infectious Diseases
• +6 more

Olivia Keiser is a Professor and Head of the Division of Infectious Diseases and Mathematical Modelling at the Institute of Global Health, University of Geneva. She holds an SNF Professorship (2017) and leads interdisciplinary research combining mathematical modelling, cohort data analysis, and public health strategies. Her work focuses on HIV, hepatitis, and infectious diseases, emphasizing their interaction with non-communicable diseases. Education: Biology (University of Basel), Master in Statistics (University of Neuchâtel), PhD in Public Health (University of Bern). Key Roles: Led HIV cohort studies in sub-Saharan Africa, contributed to the Swiss HIV Cohort Study, and advised on Ebola outbreak responses in Guinea and DRC. Her research addresses global health challenges, including pandemic preparedness, vaccine coverage, and health equity. She has supervised numerous doctoral students and collaborates with international organizations like WHO and the World Bank. Recent work includes analyses of HIV transmission dynamics, Ebola contact tracing strategies, and the impact of the pandemic on immunisation programs.

Sadia NawazView profile

Lecturer

• AI in Education
• Learning Analytics
• Educational Technology
• +6 more

Sadia Nawaz is a Lecturer at the Department of Human Centred Computing at Monash University, with expertise in AI in education, learning analytics, and educational technology. She holds a PhD in Computing and Information Systems from the University of Melbourne (2015–2021), an MSECE from Purdue University (2010–2011), and prior degrees in Electronics Engineering and Telecommunication. Her research focuses on AI ethics, simulation-based learning, and the integration of psychometric techniques with learning analytics. She has contributed to projects like the 2025 ICT initiative on EDI in curriculum development. Her recent work emphasizes ethical AI adoption in education, curriculum analytics, and VR applications. She has published widely on topics such as student perceptions of AI, embodied learning in VR, and the impact of workplace bullying. Sadia actively contributes to academic journals and conferences, including the International Journal of Artificial Intelligence in Education and IEEE Transactions on Education . Key projects include leading a 2025 initiative to integrate equity, diversity, and inclusion into ICT education using GenAI. Her work aligns with UN Sustainable Development Goals related to quality education. She is also engaged in teaching and supervising students, emphasizing hands-on approaches and adaptive learning strategies.

John ShawView profile

Lecturer

• Cognitive Psychology
• Developmental Psychology
• Sleep and Learning
• +3 more

John Shaw is a Lecturer in Psychology at Edge Hill University since July 2023. Previously, he held roles at De Montfort University (2019-2023) and Aberdeen University (2018-2019). He is a Chartered Psychologist with the British Psychological Society, holding a PhD in Psychology from Lancaster University (2018). His teaching responsibilities include modules such as Developmental Psychology and Work Placement Supervision for undergraduate and postgraduate students. Education: PhD in Psychology, Lancaster University (2014–2018) MSc in Psychological Research Methods, Lancaster University (2013–2014) BSc in Organisation Studies & Psychology, Lancaster University (2010–2013) Shaw’s research focuses on sleep’s role in cognitive development, including how sleep impacts social media effects on preadolescents, numerical cognition, autism spectrum disorder (ASD) ownership perception, and neurodiversity advocacy in academia. He collaborates with FORRT (Forum for Research into the Education of Autistic and Neurodivergent Talents) to promote inclusive academic practices, securing a grant from the Society for the Improvement of Psychological Science to create a neurodiverse author database. His publications span cognitive psychology, developmental psychology, and open science advocacy. Notable work includes studies on sleep’s effect on memory consolidation, ASD ownership identification, and neurodiversity in academia. He emphasizes participatory research methodologies and open scholarship to enhance scientific rigor and inclusivity. Grants: Awarded a grant from the Society for the Improvement of Psychological Science (2023) to develop a database of neurodiverse authors. Career Trajectory: Shaw’s work bridges empirical research with educational practice, advocating for neurodiverse representation and reproducible science. He actively contributes to policy discussions on academic inclusivity and open access publishing.

• Self-regulated Learning
• Learning Analytics
• Online Education
• +4 more

Dr. Jacqueline Wong is an Assistant Professor in the Department of Education and Pedagogy at the Faculty of Social and Behavioural Sciences, Utrecht University. Her academic work focuses on enhancing educational practices through evidence-based research in self-regulated learning and learning analytics, with particular applications in higher education contexts. Dr. Wong earned her Ph.D. (cum laude) from Erasmus University Rotterdam with a thesis entitled "Enhancing Self-Regulated Learning Through Instructional Supports and Learning Analytics in Online Higher Education," which received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. She completed her Master's degree (cum laude) in Educational Psychology, where she examined the use of movements to support text comprehension. Prior to joining Utrecht University, she was a postdoctoral researcher at Delft University of Technology (2020-2022) working with the Program of Innovation in Mathematics Education (PRIME). Dr. Wong's research program spans several interconnected areas: the application of learning analytics to support self-regulated learning, the design of instructional interventions that promote metacognitive awareness, and the investigation of how emerging technologies like generative AI can enhance educational experiences. Her work frequently examines how technology can be leveraged to support students' metacognitive processes and goal-setting behaviors in both traditional and online educational settings. She has made significant contributions to understanding how conversational agents and learning analytics can provide personalized support for students' self-regulated learning processes. Analysis of her recent publications reveals a clear trajectory toward integrating emerging technologies with established educational theories. Her 2024-2025 work increasingly focuses on the intersection of artificial intelligence and educational psychology, particularly examining how generative AI tools can enhance academic text accessibility and provide adaptive support for learning. She also continues to investigate cognitive aspects of learning in educational games and augmented reality environments, with implications for both educational practice and learning theory development. Among her notable achievements, Dr. Wong received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. This recognition highlights the significant contribution her doctoral work has made to the field of educational psychology and learning sciences. Her systematic reviews, including examinations of student engagement in mathematics education and gamification in MOOCs, have provided valuable syntheses of research in growing areas of educational technology. Dr. Wong has been an active research member of the Leiden-Delft-Erasmus Centre for Learning and Education (LDE-CEL) and the network for Self-Regulated Learning in Digitalised Schools (SeReLeDiS). Her collaborative approach to research is evident in her extensive co-authorship network across multiple institutions. Before joining Utrecht University, she worked with lecturers to promote student motivation and self-regulated learning in blended service mathematics courses and examined the effectiveness of technology tools for learning mathematics. Dr. Wong's work bridges theoretical frameworks with practical implementations, often involving close partnerships with educators to ensure research relevance to real-world classroom challenges. Her current research appears to be moving toward deeper integration of AI technologies with educational theory, particularly examining how generative AI can support metacognitive processes and self-regulated learning across diverse educational contexts.

Fernando ValleView profile

Professor

• Educational Leadership
• Latino Leadership
• Instructional Leadership
• +4 more

Dr. Fernando Valle is a Professor in the Department of Educational Psychology, Leadership, & Counseling at Texas Tech University's College of Education. He has served as Department Chair, Educational Leadership Program Coordinator, and Federal and State Grant Director, leading over $12 million in grants. His research focuses on social justice-oriented leadership development for marginalized communities, with emphasis on Latino leadership and culturally relevant practices. He has advised doctoral students and collaborates nationally/internationally on leadership development initiatives. Education: Ed.D., Educational Leadership, The University of Texas Pan American (2008) M.Ed., Educational Leadership, The University of Texas Pan American (2001) M.Ed., Counseling & Guidance, The University of Texas Pan American (1998) B.S., Education, The University of Texas at San Antonio (1995) Dr. Valle's research explores leadership advocacy for oppressed populations, including the Latinx Principal Pipeline and special education needs. His work emphasizes equity audits, job-embedded principal residency programs, and community cultural wealth. He has received prestigious awards for teaching and diversity advocacy, including the President's Excellence Awards and AAHHE Fellowships. His publications highlight culturally responsive leadership, instructional coaching, and systemic barriers faced by marginalized students. He actively serves on education advisory boards and consults with Texas school districts and educational service centers to improve leadership practices and school improvement strategies. Key Contributions: Developed over $12M in I3 Innovation and TEA grants Authored/co-authored over 30 peer-reviewed articles and book chapters Mentored doctoral students in leadership programs Advocated for undocumented students' educational rights Dr. Valle's career spans teaching, counseling, and administrative roles in South Texas border communities, enriching his commitment to equity-driven leadership.