Find Academic Supervisors

• Mathematics Education
• Metascience
• Classroom Research
• +4 more

Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.

• Cognitive Science
• Neurolinguistics
• Psycholinguistics
• +4 more

Giosuè Baggio is a Professor of Psycholinguistics at the Norwegian University of Science and Technology (NTNU), affiliated with the Department of Language and Literature within the Faculty of Humanities. His research focuses on cognitive science, neurolinguistics, and the neural mechanisms underlying language processing, including semantics, syntax, and compositionality. He is the author of influential works such as Meaning in the Brain and Neurolinguistics , published by MIT Press. Baggio teaches courses such as Language and Cognition , Semantics and Pragmatics , and Research Methods in Linguistics . His work bridges experimental psychology, neuroscience, and computational models, with a particular interest in how language is represented in the brain and the implications for artificial intelligence. He actively engages in science communication, contributing to media outlets like Nature , The Guardian , and Norwegian public radio (NRK), discussing topics ranging from AI ethics to university policies. His research has explored the cultural transmission of symbolic systems, the neural basis of deductive reasoning, and the role of computational complexity in quantifier processing. Baggio is a vocal advocate for rigorous scientific methodology, emphasizing preregistration and theory development. He collaborates internationally, including roles at the Embodied Cognitive Science Unit (OIST, Okinawa) and the Sydney Music, Mind, and Body Lab. His recent work includes organizing conferences like the 2025 Linguistic Association of Finland Symposium on 'Meaning in Language, Machines, and Humans.'

• Philosophy of Science
• Metascience
• Pseudoscience
• +4 more

Kåre Letrud serves as an Associate Professor at the Department of Law, Philosophy and International Studies within the Innlandet School of Business – Faculty of Economics and Social Sciences at the University of Inland Norway. Based at the Lillehammer campus, Letrud holds a Dr. Philos. in philosophy from the University of Bergen and maintains active research profiles on Philpeople and Researchgate. Institution: University of Inland Norway Faculty: Innlandet School of Business – Faculty of Economics and Social Sciences Department: Department of Law, Philosophy and International Studies Campus: Lillehammer Letrud earned his Dr. Philos. in philosophy from the University of Bergen. His doctoral work focused on defining 'scientific myth' and examining how such myths spread in academic literature and survive repeated criticism. This early research established the foundation for his ongoing scholarly pursuits in metascience and philosophy of science. Professor Letrud's primary research interests center on philosophy of science and metascience (research on research), employing both philosophical analysis and empirical methods. His current projects investigate whether contrasting science with pseudoscience helps us understand scientific boundaries and what criteria should be used to assess the quality of scientific journals. Letrud explicitly states he is open to collaboration, particularly on metascience topics including innovations to improve academic publications. His work has established him as a significant contributor to the demarcation problem in philosophy of science, focusing on how scientific myths propagate and persist despite critical scrutiny. Analysis of Letrud's publication record reveals a sustained scholarly trajectory focused on scientific demarcation and academic mythology. His work demonstrates increasing methodological sophistication, moving from conceptual analysis toward empirical investigation of how scientific myths spread. Recent publications show deeper engagement with consensus formation in scientific communities and the philosophical underpinnings of pseudoscience identification. The progression from examining specific myths (like the learning pyramid) to broader theoretical questions about scientific demarcation indicates an evolving research agenda that has gained recognition in philosophy of science circles. Professor Letrud maintains active scholarly connections through his Philpeople and Researchgate profiles, facilitating international collaboration. While specific grant information isn't provided in the available materials, his sustained publication record across multiple high-impact journals suggests successful research funding. His work bridges philosophy with practical concerns in academic publishing and research evaluation, positioning him as a thought leader in metascience. Letrud's research operates at the intersection of philosophy, education, and scientific practice, contributing to critical discussions about knowledge validation in academic contexts. His collaborative work with Sigbjørn Hernes on scientific myths demonstrates engagement with interdisciplinary research teams focused on understanding how ideas propagate through academic channels. This work has implications for research methodology, academic publishing, and science education.

Marie-Ann SengewaldView profile

Researcher

• Quantitative Methods
• Psychometrics
• Causal Inference
• +4 more

Dr. Marie-Ann Sengewald is a postdoctoral researcher at the Leibniz Institute for Educational Trajectories (LIfBi), specializing in quantitative methods, psychometrics, and causal inference. Her work focuses on fair group comparisons, psychological measurement, and replication research, with applications in randomized experiments and large-scale assessments. She collaborates with institutions like GESIS and has been awarded the prestigious Sigrid Blömeke Scholarship Award 2025 for her project on app-based treatment evaluations. Dr. Sengewald holds teaching roles at Otto Friedrich University Bamberg and Friedrich Schiller University Jena, instructing advanced statistics courses for psychology and education students. Her voluntary work emphasizes supporting early-career researchers and promoting gender equality in academia, including surveys on family-friendly policies in research communities. Holds a PhD and extensive teaching experience since 2006. Recipient of DAAD scholarship (2009–2010) for international studies. Key projects include DFG-funded META-REP research on replication guidelines and machine learning applications in differential item functioning detection. Her research bridges methodological innovation and substantive applications, with over 15 peer-reviewed publications in journals like Psychometrika and Advances in Methods and Practices in Psychological Science . She regularly organizes workshops and symposia on causal inference and quantitative practices, fostering collaboration across disciplines.