Find Academic Supervisors

• Physical Activity
• Meta-Analysis
• Systematic Review
• +7 more

Borja del Pozo Cruz serves as an Adjunct Associate Professor in the Department of Sports Science and Clinical Biomechanics at the University of Southern Denmark's Faculty of Health Sciences. He is affiliated with the Research Unit of Muscle Physiology and Biomechanics and maintains an active research profile with 83 research outputs documented. His ORCID profile is available at https://orcid.org/0000-0003-3944-2212 . Dr. del Pozo Cruz specializes in physical activity research with particular expertise in accelerometer-based measurements, systematic reviews, and meta-analyses. His research fingerprint reveals significant contributions to Physical Activity (100%), Meta-Analysis (49%), Systematic Review (47%), Accelerometer applications (35%), Longitudinal Analysis (29%), Cardiovascular Disease research (28%), Biobank studies (23%), and UK Biobank investigations (21%). His work demonstrates strong international collaboration, with research spanning multiple countries and continents. His recent publications (2025) reveal a consistent focus on evidence-based analysis of movement behaviors, cardiovascular health, and screen time effects on children. These works appear in high-impact journals including Circulation , British Journal of Sports Medicine , and Psychological Bulletin , demonstrating the significant reach and influence of his research. His studies frequently employ meta-analytical approaches to synthesize evidence across multiple investigations. Dr. del Pozo Cruz has received notable media attention for his research, particularly regarding screen time effects on children. His systematic review analyzing 681 studies on children's screen use was picked up by over 160 news outlets, blogged about by 13 sources, and shared across social media platforms by numerous users. This work challenged prevailing notions about screen time 'hysteria,' finding only small benefits and drawbacks associated with children's screen use. His research has generated substantial academic engagement, with multiple publications accumulating significant reader metrics on platforms like Mendeley and receiving attention across various social media channels including X (formerly Twitter), Facebook, and Bluesky. His work on screen time effects alone was referenced by policy sources, demonstrating real-world impact beyond academic circles.

• Intellectual Disabilities
• Inclusive Education
• Self-Determination
• +3 more

Dr. hab. Agnieszka Żyta serves as a Professor in the Department of Special Education and Resocialization at the University of Warmia and Mazury, where she leads research on intellectual disabilities and inclusive education. Her academic profile reflects deep engagement with self-determination frameworks and international comparative studies across Polish, Serbian, and Czech contexts. Her research interests center on Intellectual Disabilities, Inclusive Education, and Self-Determination, with significant contributions to understanding professional competencies in healthcare and education settings. Recent work examines social acceptance dynamics, faith narratives among individuals with disabilities, and systemic barriers to autonomy. She actively develops practical frameworks like the “Kręgi Wsparcia” (Support Circles) model for community-based inclusion. Analysis of her 2023-2025 publications reveals three dominant trends: cross-national healthcare education studies (particularly nursing/medical student competencies), exploration of self-determination through qualitative narratives, and implementation of inclusive school-community models. Over 60% of recent work involves international collaboration, with growing emphasis on participatory research methods engaging individuals with disabilities as co-researchers. She directs applied projects including the ASPE assistant services pilot for students with special educational needs and the CUPID initiative for cancer prevention among individuals with intellectual disabilities. Her work demonstrates consistent funding acquisition for field implementation, particularly in community support systems and professional training programs.

Laura OxleyView profile

Research Fellow

• Mental Health
• Education
• Child Psychology
• +5 more

Laura Oxley is a Bowland Research Fellow at the Department of Education, University of York. Her research focuses on mental health in schools, particularly collaborative approaches to managing student behavior, teacher wellbeing, and play-based learning. She is affiliated with the Psychology in Education Research Centre (PERC), Institute of Mental Health Research York (IMRY), and the Health, Effectiveness, and Retention of Teachers (HEART) Research Group. PhD in Psychology in Education Research Centre (PERC), University of York (2021) MEd in Psychology and Education, University of Cambridge Research Interests: Teacher wellbeing, especially during the COVID-19 pandemic Student behavior management and barriers in educational systems Role of play in mitigating conduct problems and CU traits Early mental health interventions and school environment Publications highlight her work on pandemic effects on teacher wellbeing, play adaptation during crises, media portrayal of teaching, and strategies for supporting students with conduct issues. Scientific Awards: Fellow of the Higher Education Academy (FHEA) Collaborations: Affiliate of the Play in Education, Development and Learning (PEDAL) Research Centre, University of Cambridge Chartered member of the British Psychological Society (CPsychol)

Iliana AlanisView profile

Professor

• Early Childhood Education
• Dual Language Education
• Multilingual Studies
• +4 more

Dr. Iliana Alanís is a Professor of Early Childhood and Elementary Education at the University of Texas at San Antonio (UTSA), College of Education and Human Development. With a Ph.D. in Curriculum and Instruction from the University of Texas at Austin (1998) and an M.Ed. in Bilingual Education from The University of Texas-Pan American (1995), she specializes in dual language education, biliteracy development, and culturally sustaining pedagogies. Education: Ph.D., Curriculum and Instruction (Multilingual Studies), University of Texas at Austin (1998) M.Ed., Bilingual Education, University of Texas-Pan American (1995) Research Focus: Sociocultural approaches to early childhood dual language education Translanguaging practices in preschool classrooms Language rights and social justice for Latinx communities Family funds of knowledge in instruction Leadership: Former NAEYC Governing Board Member (5-year term) President of Texas Association for Bilingual Education (TABE) Board member, National Latino Children’s Institute Executive Board, AVANCE National Advisory Board, AVANCE San Antonio Professional Contributions: Co-founder, Vales por Dos Consulting Group Dual Language Training Institute trainer Over 50 refereed publications

Katie CrouchView profile

Senior Lecturer

• Early Childhood Education
• Language and Literacy Development
• Inclusive Education
• +4 more

Katie Crouch is a Senior Lecturer in Early Childhood Studies at the School of Education, Bath Spa University. She works on UK and China programs, focusing on pedagogical philosophy development, child language acquisition, and inclusive practices in early years education. Her expertise spans equality, equity, phonics instruction, and cross-cultural pedagogy. PhD in progress at University of the West of England MA Education (Early Years), University of the West of England PGCE and BA (Hons) in Early Childhood Studies & Linguistics, University of the West of England Her research examines sound-symbolism in phonics teaching, adult-child interactions, and inclusive education strategies. Recent work includes creating resources for the PMLD (Profound and Multiple Learning Disabilities) community and fostering diverse cognitive approaches in children. She actively presents at conferences like EECERA and iMean7. Katie is a Fellow of the Higher Education Academy and serves as an External Examiner for Early Childhood Studies programs at multiple institutions. Her professional experience includes roles in medical settings, schools, consultancy, and international educational frameworks.

Neda NorouziView profile

Assistant Professor

• Architectural Design
• Universal Design
• Therapeutic Environments
• +3 more

Neda Norouzi, Ph.D., is an Assistant Professor at the Department of Architecture and Planning, Klesse College of Engineering and Integrated Design, University of Texas at San Antonio. She holds the Klesse Endowed Fellowship and focuses on designing inclusive, health-centric environments. University: The University of Texas at San Antonio School: Klesse College of Engineering and Integrated Design Department: Architecture and Planning Academic Rank: Assistant Professor Email: neda.norouzi@utsa.edu Her research spans Health-focused Architecture , Universal Design , and Intergenerational Spaces , with recent work analyzing therapeutic environments for autism, geriatric psychiatry, and aging-in-place technologies. Publications emphasize integrating human development theories into architectural practice. Key article trends include Universal Design for disabilities, Therapeutic Environments for mental health, and Intergenerational Interaction in community spaces. Her work bridges architectural theory with practical applications for vulnerable populations. Scientific Awards : Klesse Endowed Fellow Dr. Norouzi has no available data on students, grants, or labs in the provided texts.

• Cognitive Neuroscience
• Video Game Effects on Cognition
• Visual Perception
• +5 more

Daphné Bavelier is a prominent Professor in the Department of Psychology at the University of Geneva, Switzerland, with an extensive research portfolio spanning cognitive neuroscience, video game effects on cognition, and neuroplasticity. Her work has established her as a leading authority on how digital experiences, particularly video gaming, reshape brain function and cognitive abilities. Professor Bavelier's primary research interests focus on understanding how action video game play enhances various cognitive functions including attentional control, perceptual learning, and task-switching abilities. Her groundbreaking work demonstrates that video games are not merely entertainment but powerful tools for cognitive enhancement, with implications for education, rehabilitation, and cognitive training across the lifespan. She investigates how gaming experience alters neural processing in visual attention, spatial cognition, and multitasking abilities, challenging traditional assumptions about screen time effects. Analysis of her recent publications reveals a clear trajectory toward translational research, where fundamental discoveries about gaming's cognitive benefits are being applied to clinical populations. Her work now spans amblyopia treatment through video game therapy, anxiety reduction in adolescents, and cognitive interventions for autism spectrum disorder. Notably, her research increasingly examines contextual factors rather than screen time alone, emphasizing that how technology is used matters more than mere exposure duration. Professor Bavelier has supervised 42 academic works throughout her career, mentoring the next generation of cognitive scientists. Her research has garnered significant attention, with many publications accumulating thousands of views and downloads, reflecting the broad impact of her work across multiple disciplines including psychology, neuroscience, education, and clinical practice.

Miriam CompagnoniView profile

Research Fellow

• Educational Psychology
• Self-Regulated Learning
• Mindsets and Behavioral Self-Regulation
• +6 more

Miriam Compagnoni is a Senior Teaching and Research Assistant at the Institute of Educational Science, Faculty of Philosophy, University of Zurich. She has been affiliated with the University of Zurich since 2014, initially as an Assistant and promoted to Senior Assistant in 2021. Concurrently, she has served as a lecturer at the Zurich University of the Arts since 2018, teaching pedagogy and educational psychology in the BA Art Education program. Her research focuses on educational psychology with particular emphasis on: Self-regulation and self-concepts in educational settings School and teaching development processes Early childhood education, especially at the kindergarten level Mindsets and their influence on learning behaviors Teacher professional development and collaboration Dr. Compagnoni's work examines how students' self-regulated learning abilities develop and how educational environments can be optimized to enhance learning outcomes. Her methodological approach combines quantitative and qualitative techniques, often employing experience sampling methods to capture real-time data on educational processes. Recent research has investigated the impact of the COVID-19 pandemic on students' competencies and self-concept, teachers' implicit theories of professional abilities, and the development of digital mindset interventions to support STEM education. Her publication record demonstrates a consistent focus on understanding the psychological mechanisms underlying educational success across developmental stages, with increasing attention to teacher collaboration and school improvement processes. Her work bridges theoretical insights with practical applications, making meaningful contributions to both academic knowledge and educational practice. Dr. Compagnoni has received significant recognition for her research: Swiss Society for Educational Research Young Researcher Award for her publication 'Play it safe or play to learn: Mindsets and behavioral self-regulation in kindergarten' First Poster Prize at the Society for Empirical Educational Research Conference (GEBF), Basel, Switzerland, February 2018 She is actively involved in multiple research projects at the Institute of Educational Science, including LEAPS (Zürcher Lernverlaufserhebung), MindMINT, SIC (School Improvement Capacity for Academic Learning), and IBIS (Ich bin ich – Selbstkonzepte & Selbstregulation im Kindergarten). Her teaching includes courses such as 'Mentoring for the Next Generation,' reflecting her commitment to developing future educators and translating research into practical applications that promote equal educational opportunities.

Thomas LewisView profile

Professor

• Human Rights
• Constitutional Law
• Freedom of Expression
• +6 more

Thomas Lewis is Professor at Nottingham Law School, Nottingham Trent University, teaching Public Law and Human Rights on the LLB while leading the LLM 'Expression Rights' module. He serves as Director of the Centre for Rights & Justice and coordinates the institution's Research Excellence Framework (REF) submissions, having led the 2021 assessment and preparing for the next cycle. His academic foundation includes Jurisprudence and History studies at Jesus College, University of Oxford, followed by legal practice as a solicitor specializing in civil litigation at a major law firm before transitioning to academia. Professor Lewis's research centers on human rights and constitutional law with distinctive expertise in freedom of expression, freedom of religion or belief, and European Court of Human Rights jurisprudence. His current work innovatively examines intersections between human rights, historical memory, and heritage controversies—particularly disputes over public memorials and statues. This scholarship bridges legal doctrine with historical and social analysis, revealing how collective memory shapes contemporary rights debates. His publication trajectory shows consistent evolution from foundational work on religious dress and political advertising toward interdisciplinary explorations of historical memory in human rights contexts. Recent outputs demonstrate growing engagement with decolonization debates, public space regulation, and the procedural dimensions of judicial review within European human rights frameworks. Professor Lewis actively supervises doctoral candidates and dissertations across all Law School programs. His research collaborations include Professor Peter Cumper (University of Leicester) and Professor Javier Garcia Oliva (University of Manchester). Funding sources for his projects comprise: Arts and Humanities Research Council (AHRC) US State Department Aspect Foundation Through the Centre for Rights & Justice, he develops impactful public engagement initiatives including the 'Brave New World' role-playing board game—designed to teach human rights principles through experiential learning. His outreach extends to schools, museums, legal practitioners, prison populations, and NGOs, demonstrating commitment to translating academic work into practical societal understanding.

Michail GiannakosView profile

Professor

• Human-Computer Interaction
• Educational Technology
• Learning Analytics
• +5 more

Michail (Michalis) Giannakos is a Professor at the Department of Computer Science, Norwegian University of Science and Technology (NTNU) and an Adjunct Professor at the Department of Information Systems, University of Agder (UiA) . He serves as Head of the Learner-Computer Interaction Lab at NTNU. His career spans multiple institutions, including roles as EAISI Visiting Professor (TU/e, Netherlands), Honorary Professor (UCL, UK), Associate Professor, Senior Lecturer, and Assistant Professor. Giannakos' research focuses on emerging technologies in online/hybrid education , with emphasis on student/instructor experiences, gamification , STEM learning , augmented reality , and multimodal learning analytics . His recent publications explore generative AI for educational feedback , embodied mathematics , and AR applications for autistic children . 2024–present: Adjunct Professor, UiA 2020–present: Professor/Head, NTNU 2023–2024: EAISI Visiting Professor, TU/e 2022–2023: Honorary Professor, UCL He has received prestigious awards, including the RCN Young Research Talents grant , ERCIM Fellowship , and Outstanding Academic Award (NTNU) . His funded projects include AutoTRUST (Horizon Europe), COMnPLAY-Science (Horizon 2020), and Surrounded by Science (Horizon 2020). Giannakos serves as Editor-in-Chief for the International Journal of Child-Computer Interaction and sits on editorial boards of IEEE Transactions on Learning Technologies , Behaviour & Information Technology , and others. He has reviewed for the European Commission and US-NSF .

• Computational Electromagnetics
• Microwave Imaging
• Antenna Design
• +5 more

Francesca Vipiana is a Full Professor of Electromagnetic Fields at the Department of Electronics and Telecommunications at the Polytechnic University of Turin (POLITO). She is also a member of the Interdepartmental Center PolitoBIOMed Lab - Biomedical Engineering Lab. With over 20 years of full-time research experience, Prof. Vipiana has established herself as a leading expert in computational electromagnetics and microwave imaging systems. Her research interests span antenna design , computational electromagnetics , microwave imaging for medical applications, and food safety/security monitoring . She has pioneered work in numerical techniques based on integral equations and method of moments, with particular focus on multiresolution and hierarchical schemes, domain decomposition, and advanced integration methods. Prof. Vipiana's recent publications show a strong trend toward medical diagnostics using microwave technology, particularly for Alzheimer's disease detection and brain stroke imaging. Her work increasingly integrates machine learning with electromagnetic sensing, and she has developed portable, low-cost microwave imaging systems using off-the-shelf components. Lot Shafai Mid-Career Distinguished Achievement Award (2017) URSI Young Scientist Award (2005) IEEE WiEM best poster award (2009) ISMB Best Paper Award (2011) Prof. Vipiana serves as Principal Investigator for multiple significant research projects including the Marie Sklodowska-Curie Action EMERALD, the Proof of Concept FastFood project, and the national PRIN project BEST-Food. She currently supervises 13 PhD students working on diverse topics from microwave brain imaging to glide-symmetric metamaterials. As an Associate Editor for IEEE Transactions on Antennas and Propagation and the IEEE Antennas and Propagation Magazine, she plays a key role in advancing the field. Her research group focuses on bridging theoretical electromagnetics with practical applications in healthcare and food safety.

Christian EidevaldView profile

Visiting Professor

• Preschool Pedagogy
• Gender Studies in Education
• Children's Rights
• +2 more

Christian Eidevald is a Visiting Professor in Pedagogy with a focus on Preschool at Södertörn University since July 2023. He holds associate professorships in Preschool Didactics at Stockholm University and Gothenburg University. His career spans roles as a preschool teacher, acting principal, program manager for preschool teacher education at Stockholm University, and development manager in Gothenburg's preschool administration. Preschool Pedagogy Gender Studies in Education Children's Rights Advocacy Systematic Quality Work Leadership in Early Childhood Education His research focuses on preschool pedagogy, gender dynamics, systematic quality work, and children's rights. Recent publications address leadership in vulnerable areas, language teaching, and gender balance in ECEC. He participates in the Nordic Research Network for Evidence-Based High-Quality Preschool for Social Justice as a researcher. His recent work includes 2024 conference presentations on crisis leadership and curriculum analysis, a 2024 book chapter on language engagement, and a 2023 book chapter on crisis leadership. In 2023 , he published on embodied intersectionality in male teachers' career choices and contributed to 'The Educational Scientific Core of Preschool'. His 2022 work includes video observation methods and child-centered quality work, while 2021 focused on gender and professionalization in ECEC.

Antal BodóczkyView profile

Assistant Professor

• Media Design
• Visual Communication
• Exhibition Experience Design
• +5 more

Antal Bodóczky is an assistant professor at the Department of Media Design , Moholy-Nagy University of Art and Design , where he has taught since 2000. His work spans exhibition experience design , visual design , kinetic installation , and music video direction , integrating media design with spatial storytelling. Education: Degree in Visual Communication Design from the Hungarian University of Applied Arts, currently part of the MOME Doctoral School. Research Focus: Combines exhibition design , theatre visual design , and interactive installations to create immersive cultural experiences. Professional Highlights: Designed major exhibitions like Hungarian Bride (2023) and Danube Clock (2017), emphasizing historical narratives and innovative spatial organization. Scientific Awards: 2016 Csontváry high-profile purchase award 2016 Reformation 500 design competition prize 2015 Arte Laguna Prize finalist 2014 Milan Expo special prize

• Optical Networks
• Network Resource Allocation
• Deep Reinforcement Learning
• +2 more

Ehsan Etezadi is a visiting researcher and doctoral student at Chalmers University of Technology, affiliated with the Department of Electrical Engineering (E2) and actively contributing to advancements in Optical Networks . His research focuses on Network Resource Allocation , Deep Reinforcement Learning , and Spectrum Management in Elastic Optical Networks . He has played a pivotal role in the PROTECT project (2021–2024), which addresses resilient and secure networks for critical infrastructures. His recent publications demonstrate expertise in creating AI-driven solutions for spectrum defragmentation, programmable filterless optical network design, and impairment-aware resource allocation in multi-band environments. These works highlight his contributions to WDM Metro Network Optimization , Network Digital Twins , and Transport API Integration . Research Highlights Developing DeepDefrag - a reinforcement learning framework for spectrum defragmentation Advancing Filterless Optical Networks architecture Implementing AI-based Network Control via digital twins Addressing Joint Fragmentation and QoT Challenges

• Role-playing Games
• Transgender Studies
• Game Design Ethics
• +4 more

Josephine Baird is a Lecturer at the Department of Game Design, Uppsala University, specializing in the intersection of role-playing games, transgender studies, and inclusive design practices. Her work explores how immersive gameplay can facilitate identity exploration and social growth. Current affiliation: Uppsala University, Department of Game Design Research focus: Gender representation in games, liminality in role-playing, ethical game design Her recent publications analyze transgender embodiment in digital environments and the pedagogical potential of role-playing games. Collaborative works with scholars like Sarah Lynne Bowman and Sabine Grayling emphasize systemic critique in game mechanics. Contact: josephine.baird@speldesign.uu.se