Find Academic Supervisors

• Curriculum Studies
• Public Pedagogy
• Activist Studies
• +3 more

Jake Burdick is an Associate Professor in the Department of Curriculum and Instruction at Purdue University, where he has held faculty positions since 2012. His work centers on how education manifests in public and popular cultural spaces beyond formal institutions, with a focus on activist movements and community knowledge production. Education: Ph.D. from Arizona State University M.A. from Northern Arizona University B.A. from Northern Arizona University Dr. Burdick employs narrative inquiry, psychoanalytic frameworks, and post-structural theory to examine how everyday sites like social media, consumer culture, and political discourse function as educational arenas. His research critically engages with conspiracy theories, media literacy, and the pedagogical dimensions of public health crises, revealing how power operates through seemingly mundane educational encounters. Recent work (2023-2024) analyzes disinformation ecosystems and the political symbolism of mask-wearing during pandemics. His publications demonstrate a consistent trend toward examining crisis pedagogies—particularly how apocalyptic narratives in conspiracy theories shape public understanding, and how marginalized communities develop counter-pedagogies of resistance. Key thematic clusters include critical media literacy, translingual curriculum design, and the role of public intellectuals in democratic societies. Scientific Awards: James T. Sears Award for Outstanding Graduate Paper (2008) for "Conspiracy theory as a curriculum text: Populist dreams and critical dreaming" Dr. Burdick serves on the editorial board of the Journal of Curriculum and Pedagogy and previously chaired the Critical Issues in Curriculum and Cultural Studies SIG for the American Educational Research Association. He teaches graduate courses including EDCI 58000 (Foundations of Curriculum) and EDCI 68400 (Seminar in Curriculum: Writing and Research for Equity and Diversity), emphasizing critical approaches to curriculum theory and activist scholarship.

Toshiyasu OgawaView profile

Professor

• Chinese Literature
• Modern Chinese Literature
• Computer Assisted Language Learning
• +3 more

Professor Toshiyasu Ogawa is a distinguished scholar at Waseda University's School of Commerce, where he has served as a full Professor since 2004. An internationally recognized authority on Modern Chinese Literature with particular expertise in Zhou Zuoren studies, Professor Ogawa has established himself as a leading figure in Sino-Japanese literary relations and Chinese language pedagogy. His academic leadership extends across multiple research domains, making significant contributions to both literary scholarship and language education methodology. Professor Ogawa's academic foundation was built entirely at Waseda University, where he earned his Bachelor's degree from the Faculty of Literature followed by a Master of Arts from the Graduate School, Division of Letters. His scholarly trajectory demonstrates remarkable consistency, with research interests evolving from early examinations of Zhou Zuoren's literary theory to increasingly sophisticated analyses of intellectual networks connecting Chinese and Japanese literary figures during the Republican era. Professor Ogawa's research spans two primary but interconnected domains: literary scholarship focused on Zhou Zuoren and Lu Xun (collectively known as the Zhou Brothers), and innovative methodology in Chinese language education. His literary scholarship reveals deep engagement with Zhou Zuoren's intellectual development, particularly examining influences from Havelock Ellis, Shōwa Naoki's New Village Movement, and Japanese literary figures. His language education research demonstrates equal sophistication, developing corpus-based approaches to Chinese vocabulary acquisition and pioneering digital tools for language learning that earned him two Waseda E-Teaching Awards. The trajectory of Professor Ogawa's scholarly publications reveals a methodological evolution toward increasingly nuanced examinations of Zhou Zuoren's intellectual networks, with growing attention to primary source materials and international scholarly collaboration. His work demonstrates rare integration of literary theory, historical contextualization, and digital humanities approaches, particularly evident in his editorial work on Zhou Zuoren's correspondence with Japanese scholars. Professor Ogawa's professional recognition includes: Waseda E-Teaching Award (2021) for innovative mobile learning applications Waseda E-Teaching Award (2013) for on-demand pronunciation resources Leadership roles in multiple academic societies including the Society for Oriental Studies and Japan Society for Sinology Professor Ogawa has secured continuous research funding from the Japan Society for the Promotion of Science, including his current project examining Zhou Zuoren's literary networks (2023-2026). His mentorship extends to numerous graduate students working on Chinese literary studies, though specific advisees are not documented in available materials. His leadership in organizing international symposia, including the world's first International Symposium on Zhou Zuoren at Waseda University in 2018, has created vital platforms for scholarly exchange between Japanese, Chinese, Korean, and Western researchers. As founder of the Zhou Brothers Study Group, Professor Ogawa has cultivated an international scholarly community dedicated to advancing research on Lu Xun and Zhou Zuoren. His ongoing work organizing international conferences, editing scholarly journals, and mentoring emerging researchers continues to shape the field of modern Chinese literary studies across East Asia.

• Computer Vision
• Egocentric Vision
• Video Understanding
• +3 more

Dima Damen is a Professor of Computer Vision at the School of Computer Science, University of Bristol , and leads the Machine Learning and Computer Vision Group . She also holds a position as Senior Research Scientist at Google DeepMind. Her research focuses on egocentric vision , video understanding , and action recognition , with significant contributions to human routine modeling , hand-object interaction analysis, and multimodal learning from real-world environments. EPSRC Early Career Fellow (2020-2025) ELLIS Society Member Active in organizing workshops and challenges (e.g., EPIC, Ego4D, EgoVis) Her recent work explores temporal discrimination in video captioning ( It's Just Another Day ), active memory representations for long egocentric videos ( AMEGO ), and hand-object interaction referral ( HOI-Ref ). She has co-authored 15+ articles in top venues like CVPR, ICCV, NeurIPS, and IJCV, with a focus on egocentric scene modeling , audio-visual binding , and cross-scenario generalization . Awards include the Best Paper at ACCV 2024 and recognition as an Outstanding Reviewer at CVPR 2020 . She has supervised numerous PhD students and postdocs , including Adriano Fragomeni, Jacob Chalk, Alexandros Stergiou, and others who now hold academic or industry roles. Her funded projects include VISUAL AI (EPSRC Programme Grant) and UMPIRE (EPSRC Early Career Fellowship), supporting innovations in egocentric dataset creation , real-time tracking , and industrial workflow assistance .

Louise RitchieView profile

Lecturer

• Theatre Practice
• Digital Media in Performance
• Performance Pedagogy
• +4 more

Louise Ritchie is a Lecturer in Theatre & Theatre Practice at Aberystwyth University 's Department of Theatre, Film, and Television Studies. Her practice-based research interrogates face-to-face pedagogy in workshops, focusing on digital tools' role in transmitting performance-making pedagogies through video, photography, and pre-recorded instructions. BA (1st class hons), MA (with distinction), PGCE, PhD (Cymru) Organized Brith Gof archive dissemination events at National Library of Wales Awarded AHRC doctoral scholarship for practice-based research Ritchie's research explores the creative possibilities of digital notation systems for physical theatre, culminating in her 2012 thesis Digital notation: new approaches to physical theatre and its documents . Her work bridges digital media and performance pedagogy , examining spatial dynamics in site-specific installations . Selected publications (2004-2013) reveal research trends in: Digital archiving of performance practices Interactive workshop methodologies Time-based documentation techniques Media integration in physical theatre Spatial transformation in performance Cultural memory transmission Scientific achievements include: AHRC doctoral scholarship recipient Ritchie actively collaborates with experimental theatre company Almost Human as an associate artist, and has participated in international exchanges like Human Dialog (Norway) . Her research outputs span peer-reviewed articles, performances, and digital installations .

Rebecca HedreenView profile

Researcher

• Information Science
• Library Science
• Health Sciences
• +5 more

Rebecca Hedreen serves as the Life and Clinical Sciences Librarian and Distance Learning Coordinator at Southern Connecticut State University's Hilton C. Buley Library. With expertise spanning biology, health sciences, nursing, psychology, and information literacy, she provides specialized research support to students and faculty across multiple disciplines. Her role encompasses developing subject-specific research guides, offering citation management instruction, and coordinating distance learning library services. Dr. Hedreen's research interests focus on information literacy in health sciences, citation management tools, nursing literature search methodologies, and virtual librarianship. Her work bridges traditional library services with digital innovations, particularly in supporting distance learners through technologies like screencasts and virtual environments. She has made significant contributions to understanding how librarians can effectively support evidence-based practice in nursing and healthcare education. Her scholarly output demonstrates consistent engagement with evolving library practices over nearly two decades, from early explorations of virtual reference services in Second Life to current work on citation collection methods and professional development for library staff. Recent publications highlight her focus on precise search strategies for nursing literature and innovative approaches to supporting online learners across time zones. As a dedicated educator, Dr. Hedreen provides extensive support through research consultations, classroom instruction, and online resources. She has developed numerous subject-specific research guides covering biology, nursing, psychology, and health sciences, helping students navigate complex information landscapes. Her commitment to open access and educational resources has informed her work on OER initiatives and citation management tools. Dr. Hedreen actively contributes to the library profession through her research on distance learning, virtual reference services, and information literacy assessment. Her work helps shape best practices for academic librarians supporting online and hybrid education models, particularly in health science disciplines where precise information retrieval is critical for evidence-based practice.

Marina AlexandrovaView profile

Professor

• Russian Cultural History
• Spirituality in Imperial Russia
• Theosophy
• +5 more

Marina Alexandrova serves as Associate Director of the Center for Russian, East European and Eurasian Studies (CREEES) at the University of Texas at Austin's College of Liberal Arts. Holding a PhD in Comparative Literature from UT Austin, she teaches across Russian language, cultural history, and interdisciplinary programs including University College Signature Courses. MA in English, Saratov State University (Russia) PhD in Comparative Literature (Russian and Spanish American Literatures), University of Texas at Austin Her research centers on Russian Imperial spirituality, Theosophy, and transnational cultural exchanges, with particular focus on Helena Blavatsky's legacy, Russian avant-garde movements (1870s-1920s), and unorthodox spiritual practices among Russian rulers. She examines intersections between Eastern philosophies and Russian intellectual history, recently expanding to U.S.-Russia spiritual connections. Her scholarly output shows consistent emphasis on Theosophical movements in Russia, Imperial religious practices, and physical culture history. Key trends include archival recovery of esoteric traditions and analysis of spiritual-political intersections in revolutionary contexts. Texas 10 Most Popular Professor (2019) Faculty Development Award (Summer 2023) Provost's Teaching Fellow Experiential Learning Initiative Grant recipient Awarded the Faculty Development Award for her monograph Madame Blavatsky’s India: In Search of Āryāvarta (Oxford University Press), she also directs pedagogical innovation through the Provost's Teaching Fellowship focusing on student well-being. Her theater collaborations with Austin Shakespeare Company and Penfold Theatre demonstrate applied scholarship in Russian drama, while her Inside Literature program extends teaching to correctional facilities. As affiliated faculty with UT-Austin's Program in Comparative Literature and Center for Global Business, she leads CREEES initiatives including international partnerships like her spring 2020 visiting professorship at Université Paris Nanterre where she taught graduate seminars on the International Avant-Garde.

Reinhard SteurerView profile

Associate Professor

• Climate Policy
• Environmental Policy
• Sustainable Development
• +4 more

Reinhard Steurer serves as Associate Professor of Climate Policy and Deputy at the Institute of Forest, Environmental and Natural Resource Policy at the University of Natural Resources and Life Sciences (BOKU) Vienna. His research critically examines the political dimensions of the climate crisis, with particular focus on the proliferation of excuses and pseudo-climate protection measures across societal sectors. Steurer actively engages in public discourse through Twitter @ReiSteurer and supports youth climate movements as a Scientist for Future. His academic foundation includes a Mag.phil. (1997) and Dr.phil. (2001) in Political Science from the University of Salzburg, a Master of Public Policy (2002) from the University of Maryland, USA, and habilitation in Comparative Politics at BOKU Vienna (2013). Steurer's research spans climate governance, federalism's impact on climate policy, sustainable development strategies, and corporate social responsibility. He investigates how political systems in Austria, Switzerland, and Denmark enable symbolic climate gestures while hindering substantive action, particularly in flood risk management and building sector decarbonization. His work reveals institutional barriers to policy integration and the gap between climate rhetoric and implementation. Analysis of his 15 most recent publications (2021-2024) shows consistent focus on European climate legislation, adaptation governance, and the political dynamics of policy change. Key trends include comparative studies of national climate acts, transitions in flood management paradigms, and urban adaptation strategies like green roofs. His work consistently highlights the tension between political symbolism and substantive climate action across governance levels. With over 70 publications in journals including Policy Sciences and Climate Policy , Steurer has delivered more than 100 presentations and taught at four universities. His public engagement extends beyond academia through active science communication and support for evidence-based climate policymaking.

• Neural Engineering
• Neuroinformatics
• Neuroscience
• +5 more

Dante Mantini is a full professor at the KU Leuven , affiliated with the Faculty of Movement and Rehabilitation Sciences and the Department of Movement Sciences . He serves as the department chair and leads the Movement Control & Neuroplasticity Research Group , while also holding interim leadership at the Bakala Athletic Performance Facility. Research focuses on neural engineering , neuroinformatics , and neuroscience , particularly brain-muscle interactions, movement-related neural dynamics, and neuroprosthetic development. Active projects include multimodal studies on stroke recovery , gait impairments , sleep's impact on motor performance , and neuroprosthetic device fabrication via advanced printing techniques. He contributes to European College of Sport Science and collaborates internationally, notably with Italy's G.D’Annunzio University on brain imaging in athletes. Teaching responsibilities include Research Topics in Motor Control , Advanced Medical Imaging , and Master’s thesis guidance in human movement sciences. His work is funded by the Bijzonder Onderzoeksfonds (BOF), with a sabbatical focused on expanding mobile EEG applications for dynamic movement studies.

• Education
• Project Method
• American Progressive Education
• +3 more

Takayuki Sato is a Professor at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education, where he has held a professorship since 2011. Previously, he served as Associate Professor at the same institution from 2008-2011 and held teaching positions at Tamagawa University College of Education from 2000-2007. He was also a visiting scholar at Columbia University's Teachers College from 2016-2017. Dr. Sato earned his PhD in Education from Waseda University, with additional educational background including studies at Waseda University's Faculty of Education, Department of Education, and a Master's degree from the University of Chicago's Department of Education. His research focuses on American Progressive Education, particularly the Project Method, citizenship education, and the educational philosophies of John Dewey and William Heard Kilpatrick. His work examines how progressive educational theories were implemented in early 20th century America, with special attention to the relationship between school and community, moral education, and the formation of democratic citizens. Analyzing his extensive publication record, Sato's scholarly work reveals a consistent focus on the intersection of citizenship education and progressive educational practices. His research traces the historical development of concepts like the 'School as Social Center,' examines rituals of patriotism in American schools, and explores how project-based learning can balance individual and collaborative learning. His recent work increasingly addresses how diversity education has coexisted with Americanization efforts throughout educational history. 2001 Japan Dewey Society Research Encouragement Award Dr. Sato has received significant research funding, including multiple Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research projects examining citizenship education in progressive education, school social centers, and the spread of patriotic rituals in American schools. His research has been supported continuously since 2008, demonstrating the significance and impact of his scholarly contributions to the field of educational history. He actively contributes to educational practice through social activities including teacher training courses at Yokohama Municipal Sakuragaoka High School and lesson studies at Waseda Jitsugyo Elementary School, where he provides expert commentary on project-based teaching and information ethics education from a citizenship perspective.

• MRI development
• relaxation mapping
• susceptibility mapping
• +5 more

Dr. Alan Wilman is a Professor in the Department of Radiology & Diagnostic Imaging within the Faculty of Medicine & Dentistry at the University of Alberta. He also holds a cross-appointment as a Professor in the Department of Biomedical Engineering in the Faculty of Engineering. His academic career focuses on the physics and engineering of Magnetic Resonance Imaging with applications in neurological disorders. Dr. Wilman's research interests center on MRI development, particularly in relaxation and susceptibility mapping techniques with clinical applications to multiple sclerosis and other neurological diseases. His lab operates a dedicated research MRI facility at the University of Alberta Hospital, housing a 3T Siemens Prisma and a 4.7T system. His work bridges physics, engineering, and clinical applications to improve diagnostic capabilities. Analysis of Dr. Wilman's recent publications shows a strong focus on quantitative MRI techniques, particularly susceptibility mapping and advanced image processing methods. His research increasingly incorporates machine learning approaches for disease detection and analysis, with significant work on neurological conditions including multiple sclerosis and amyotrophic lateral sclerosis. The trend shows movement toward more clinical applications of advanced MRI techniques. Dr. Wilman has served as Associate Chair (Grad Studies) in the Biomedical Engineering department for many years, demonstrating his commitment to graduate education. His teaching includes BME 513 Imaging Methods in Medicine and MRI Physics for Radiology residents, with most instruction focused on direct interaction with graduate students. His lab typically recruits students with backgrounds in biomedical engineering, electrical engineering, or physics. Dr. Wilman's research MRI facility includes specialized equipment for advanced imaging research, with a 3T Siemens Prisma dedicated to research and a 4.7T system. This infrastructure supports his work on developing new acquisition and processing methods for MRI applications in human health, particularly for neurological conditions.

Julieta Briseño RoaView profile

Professor

• Indigenous Education
• Multilingual Education
• Ethnography
• +5 more

Julieta Briseño Roa is a Professor at the Center for Research and Higher Education in Social Anthropology (CIESAS) in Mexico City, specializing in Indigenous education and anthropology. She holds a PhD in Educational Research from CINVESTAV and has taught at UNAM and UABJO in Oaxaca. An active member of the College of Ethnologists and Social Anthropologists (CEAS) and the American Anthropology Association (AAA), she directs her research toward understanding educational realities in Indigenous and rural contexts through ethnographic methods. Her academic training includes a PhD in Educational Research (CINVESTAV), Master's in Social Anthropology (CIESAS), and Bachelor's in Psychology (UNAM), with postdoctoral work at UPN Ajusco and doctoral research at UFSC Brazil. She maintains SNI Level I recognition. Briseño Roa's research centers on territory-based pedagogy in Indigenous education, examining how school practices in multilingual contexts intersect with community life, violence, and care. Her work particularly emphasizes feminist pedagogies and Indigenous language revitalization since the pandemic. She has documented 15 major publications between 2018-2025 focusing on Indigenous education models that challenge hegemonic knowledge systems. Her scientific recognitions include the Concha Delgado Fellowship (2020) and Paulo Freire Award (2016). She serves as advisor to numerous graduate students and collaborates extensively with Indigenous communities in Oaxaca through the Secundarias Comunitarias Indígenas network, developing community-based educational models that prioritize territorial knowledge and linguistic diversity. Concha Delgado Fellowship from AAA Council of Anthropology and Education (2020) Paulo Freire Award for best doctoral research article from LASA (2016) SNI Level I Recognition Her current project examines territory-school relationships through graphic materials in Oaxacan community education. She leads research networks connecting Indigenous educators across Latin America while developing pedagogical approaches that integrate community knowledge systems with formal education structures. Her work with the Secundarias Comunitarias Indígenas demonstrates how community participation and Indigenous language use create sustainable educational alternatives.

Federico VisiView profile

Visiting Professor

• gesture in music
• motion-sensing technologies
• interactive machine learning
• +4 more

Federico Visi (he/they) serves as Guest Faculty in the Sound Studies and Sonic Arts Master's program at Berlin University of the Arts. Based in Berlin, Germany, Visi is a researcher, composer, and performer whose work bridges technology and artistic expression through innovative musical interfaces and performance systems. Visi completed doctoral research on instrumental music and body movement at the Interdisciplinary Centre for Computer Music Research (ICCMR), University of Plymouth, UK. They have held postdoctoral positions at Luleå University of Technology (Sweden) and Goldsmiths, University of London (UK), establishing a foundation for their interdisciplinary approach to music technology. Visi's research focuses on gesture in music, motion-sensing technologies, interactive machine learning, and embodied interaction. Their work explores how body movement and physiological signals can be harnessed in electronic music creation through both theoretical frameworks and practical implementations. They have developed novel instruments like the Sophtar and biosignal-based performance systems that translate physiological data into sound. Recent scholarly output reveals a trajectory toward increasingly sophisticated integration of machine learning in musical contexts, with significant contributions spanning computer music, psychology, and human-computer interaction domains. Visi's publications demonstrate how algorithmic processes can be embedded in musical instruments to create new forms of musical expression and co-creativity between humans and machines. As an active member of the research community, Visi co-edited a thematic issue of Organised Sound on 'Embedding Algorithms in Music and Sound Art' and organized the Embedding Algorithms Workshop at Berlin University of the Arts. They contribute to the Wilding AI collective that explores creative applications of AI in spatial audio environments. Visi releases music under the moniker AQAXA, combining conventional electronic music production with machine learning exploration of personal sonic memories. Their work has been supported by the European Research Council, Swedish Research Council, Boström Fund, and Helge Ax:son Johnsons foundation.

Aileen BellView profile

Professor

• Educational Research
• Three Dimensional Imaging
• Digital and Blended Learning
• +5 more

Professor Aileen Bell currently serves as Head of the Dental School and Professor of Oral Surgery and Dental Education at the University of Glasgow, positions she has held since 2021. She leads the Glasgow Dental School within the School of Medicine, Dentistry & Nursing, overseeing dental education programs and research initiatives. Her academic career at Glasgow spans over three decades, beginning with her PhD research in 1990 and progressing through clinical training to her current leadership roles. Professor Bell's educational background includes: BSc with Honours First Class in Biology, University of Stirling (1990) PhD in Effects of Alcohol on Rat Lingual Epithelium, University of Glasgow (1993) BDS with Honours, University of Glasgow (1998) - Most Distinguished Graduate Postgraduate Certificate in Academic Practice, University of Glasgow (2007) Certificate of Completion of Specialist Training in Oral Surgery (2008) Professor Bell's research focuses on two primary areas: Educational Research and Three Dimensional Imaging. She has pioneered work in digital and blended learning approaches in dental education, particularly through the innovative use of 3D visualization technologies. Her work with the Community in Dental Research and Scholarship at Glasgow Dental School has significantly influenced modern dental pedagogy. She has a special interest in 3D Imaging and Digital Technology as educational tools, building on her earlier work with the £1.5 million NHS Education for Scotland Funded project on 2D and 3D Visualisation Supporting Interactive Dental Education. Analysis of Professor Bell's recent publications reveals a strong emphasis on educational innovation, particularly in response to the challenges of the COVID-19 pandemic. Her work demonstrates a clear trajectory toward digital transformation in dental education, with significant contributions to virtual assessment methods, blended learning models, and technology-enhanced teaching approaches. There is also a consistent thread of research connecting her clinical expertise in oral surgery with educational applications of 3D imaging technology, particularly in the context of cleft lip and palate surgery outcomes. Professor Bell has received numerous professional recognitions: Most Distinguished Graduate for 1998, University of Glasgow Dean Webster Prize Lord Provost's Prize for highest marks in Dental School Examinations T.C. White Medal for outstanding performance in MFDS examination Fellow of the Higher Education Academy Fellow of the International Team for Implantology (2015) As an educational leader, Professor Bell has served as Director of Dental Education since 2012, Deputy Director of Dental Education prior to that, and currently as Head of the Dental School. She chairs the Intercollegiate Specialty Fellowship Examination in Oral Surgery and serves as Training Programme Director for Specialty Training in Oral Surgery in the West of Scotland. Her grant portfolio includes significant funding, notably a £1.5 million NHS Education for Scotland project on 3D visualization for dental education and an educational grant from a major Dental Implant company for teaching implantology to undergraduates since 2012. Professor Bell leads and collaborates with multiple interdisciplinary teams, including the Community in Dental Research and Scholarship at Glasgow Dental School and the Association of British Academic Oral and Maxillofacial Surgeons National Education Group. Her work has involved collaborations with Computing Science, Clinical Psychology, Statistics, and Plastic Surgery departments on applications of 3D imaging in facial trauma and cleft lip/palate surgery outcomes. She is currently exploring digitally guided surgery and robotics as both clinical and educational tools.

Ross AndersonView profile

Associate Professor

• Sports Biomechanics
• Movement Variability in Sport
• Wireless Technology in Medicine
• +3 more

Ross Anderson is an Associate Professor in the Department of Physical Education & Sport Sciences at the University of Limerick. He co-founded the Biomechanics Research Unit (BRU), which has secured €1.14 million in funding and produced significant outputs including 56 journal papers and 127 conference papers. His expertise spans movement variability in sports, biofeedback applications, wireless technology in medicine, and engineering solutions for sports medicine. Anderson holds a PhD from the University of Limerick (2002), M.Sc. from University of Aberdeen (1997), and B.Sc. from Robert Gordon University (1995). He has held roles including External Examiner for Sport and Exercise Sciences at UL and Biomedical Engineer at Grampian Healthcare. His teaching philosophy emphasizes formative evaluation, adaptive learning styles, and fostering student engagement through cooperative tasks. Research focuses include pacing strategies in swimming and marathon running, reliability of biomechanical measurements, and clinical applications like step-count reliability in MS patients. He collaborates with 29 researchers and advises 13 postgraduate students. Anderson is active in professional organizations like the International Society of Biomechanics in Sport and Sports Engineering.

Hametner StephanView profile

Professor

• Music Didactics
• Systemic-Constructivist Didactics
• Empirical Research in Education
• +4 more

Mag. phil. Mag. art. Dr. phil. Stephan Hametner is a Professor at PH-OÖ (University College of Teacher Education Upper Austria) since 2014, specializing in Subject Didactics for General Music Education across elementary and secondary levels. His expertise spans Systemic-constructivist didactics Empirical research in music education Curriculum development Academic supervision Organizational development Academic background highlights include: PhD in Music Education/Pedagogy (2004, magna cum laude ) Diploma in Music Education (University of Music and Performing Arts Vienna & University of Vienna, 2000 magna cum laude ) Diploma in Rhythmics (1996 magna cum laude ) Research focuses on systemic-constructivist music pedagogy , with key contributions in Didactic frameworks for music interpretation Empirical validation of teaching methods Integration of movement and music Subject-oriented educational theory His publications analyze music's role in cognitive development and pedagogical innovation, emphasizing experiential learning. He also contributes to media education through 50 ethnomusicological radio programs (Radio Orange 94.0, 2000-2005) Interactive educational CD-ROMs Academic case studies Active in international collaborations, he serves as expert for Bern University of the Arts and contributes to the Rhythmic Expositur Biel project. Current projects include reception-aesthetic film analysis for teacher training and music identity development in educational settings.