Hilde Storrøsæter is a Senior Lecturer in social sciences with a specialization in geography didactics at NTNU’s Department of Teacher Education. She serves as Academic Leader for Practice and Coordinator for the 3rd year of the Master of Primary School Teacher Education (MGLU). Her work focuses on reorganizing practice components for primary and lower secondary education. She teaches geography across various MGLU programs and coordinates international student exchanges. Her teaching philosophy emphasizes mastery-oriented learning, exploration, and inclusive dialogue, particularly in sustainability education where she advocates for a balanced approach addressing environmental, social, and economic dimensions. She previously taught in upper secondary schools in Trøndelag and Oslo, covering geography, social studies, and economics. Research interests include curriculum development (geography/social studies), formative/summative assessment strategies, and the role of geographical thinking in education. She actively contributes to conferences (e.g., NoFa, EERA) and collaborates on projects like SEG (Sustainability, Education, and Geography) and USPiTE (University-School Partnerships in Teacher Education).
Dr. Sharon Calor is an Assistant Professor at the Teacher Academy within the Faculty of Behavioural and Movement Sciences at Vrije Universiteit Amsterdam. She holds an ancillary role as a Medewerker at the University of Amsterdam (UvA) since 2022. Her research focuses on collaborative learning, small-group dynamics in mathematics education, and integrating computational thinking across disciplines like history, mathematics, and languages. She actively engages in teacher training and educational technology, particularly the role of AI in education. Her research interests include scaffolding strategies for mathematics teachers, prior knowledge effects in calculus, and transdisciplinary approaches to computational thinking. She has published in journals like Learning, Culture and Social Interaction and Journal of the Learning Sciences , emphasizing practical interventions to improve mathematical discussions and teacher behavior during collaborative learning. Recent Activities: Delivered a keynote lecture at the 6th International Seminar on Applied Mathematics and Mathematics Education, discussing AI's challenges and opportunities in education. Sharon Calor teaches 20 courses, including Digitale Didactiek en AI in het Onderwijs , focusing on digital didactics and AI applications in education. Her work bridges theoretical research and practical educational strategies, with a strong emphasis on teacher development and student engagement.
Prof. Dr. Susanne Miller is a Professor of Educational Science with a focus on Primary School Pedagogy at the Faculty of Education, University of Bielefeld. She is affiliated with Working Group 3 – School Theory with a focus on primary and special schools, and contributes to the Center for Childhood and Youth Research (ZKJF). She also holds leadership roles in multiple research projects and university committees, including the Financial Affairs and Resources Commission and the Language Center Board. University: University of Bielefeld School: Faculty of Education Department: Working Group 3 - School Theory with a focus on primary and special schools Role: Professor for Educational Science (Primary School Pedagogy) Email: susanne.miller@uni-bielefeld.de, miller@uni-bielefeld.de Office: Building Z Z2-100 Phone: +49 521 106-4360 Prof. Miller’s research centers on inclusion and heterogeneity in primary education, with a strong focus on child poverty, teacher professionalism, and didactic approaches in general education. She investigates how socioeconomic disparities affect educational outcomes and how teachers can foster inclusive, student-centered learning environments. Her work emphasizes critical-reflective practice, diagnostic teaching, and transitions between early childhood and primary education. Her recent publications and projects reflect a consistent focus on inclusive science education, teacher development, and participatory research. Themes such as student questioning, digital case work, and socio-economic differences recur across her scholarly output, indicating a deep commitment to equity and reflective pedagogy in primary schools. Prof. Miller has no listed scientific awards in the provided text, but her extensive editorial work and leadership in major funded projects suggest significant academic recognition. She advises students and leads multiple research initiatives, including FragS (student questions in science lessons), LakkBi (artistic-cultural teacher education), and InDigO (inclusion and digitalization via OER). She is also involved in curriculum development and teacher training reforms, particularly through the integrated special education program at Bielefeld University. Her institutional engagement includes roles in the Language Center, the Oberstufen-Kolleg, and various faculty committees, highlighting her broad impact on academic governance and educational policy within the university.
Assoc. Prof. Dr. Sc. Dragana Bjelić Gaćeša is an active Assistant Professor at the Faculty of Law Osijek, University of Josip Juraj Strossmayer in Osijek, Croatia. She is affiliated with the Department of Labor Law and Social Sciences and Social Work, where she teaches courses such as Basics of Social Policy, Social Policy of Croatia, and Public Policies for Social Change in the Social Work program. Her research focuses on labor and social law, with a strong emphasis on discrimination on all prohibited grounds and the concept of diversity management. She has published over 30 scientific and professional papers and authored a 2018 monograph titled Age Discrimination in Employment Relations . Her recent scholarly output (2020–2024) demonstrates a consistent focus on age discrimination in academia, maternity leave rights, workplace mobbing, and legal awareness of anti-discrimination protections, reflecting both doctrinal and empirical approaches to labor law issues in Croatia. She actively participates in domestic and international conferences and contributes to comparative and EU law discussions. Her recent publications appear in journals and conference proceedings related to EU and comparative law, labor rights, and social policy. She earned her Doctor of Science (PhD) in 2017 from the Faculty of Law Osijek with a dissertation on age discrimination in the labor market under the mentorship of Prof. Mario Vinković. In 2020, she completed pedagogical-psychological and didactic-methodical training at the Faculty of Educational Sciences in Osijek. Her academic career began at the Polytechnic of Požega (now Faculty of Tourism and Rural Development) in 2007, where she advanced from assistant to college professor before joining the Faculty of Law Osijek in 2023 as an Assistant Professor. She previously worked as a judicial trainee at the County Court in Požega (2002–2005) and passed the bar exam in 2004. She holds office hours every Wednesday from 11:00 to 12:00 in cabinet no. 50 and offers remote consultations by prior email appointment.
Dr. Lourdes Barquín Sanmartín is a Lecturer in Spanish at the Department of Languages and Cultures, School of Literature and Languages, University of Reading. She is actively involved in curriculum development and serves as module convenor for Spanish LA1PS1 and LA1PS2. She also represents the university in the CoARA working group on multilingualism and contributes to national discourse through her role as Social Media Officer for the Association of Hispanists of Great Britain and Ireland (AHGBI). PhD in Hispanic Studies – University of Edinburgh MA in Applied Linguistics in Teaching Spanish as a Foreign Language – Universidad Europea del Atlántico PGCE in Modern Foreign Languages – University of Chester BA (Hons) in Translation and Interpretation Studies – University of the Basque Country Her research focuses on second and third language acquisition , particularly the acquisition of mood and aspect in Spanish among native English speakers. She explores positive transfers between Romance languages and promotes intercomprehension and pluralistic approaches in language teaching. A growing area of interest is the application of Generative AI in developing accessible teaching materials for complex grammatical features. Her recent publications highlight a strong trend in integrating technology with innovative pedagogical frameworks. She examines AI’s role in language instruction, intercomprehension in multilingual classrooms, and the challenges of teaching Spanish as a third language in British education. Her work bridges theoretical linguistics with practical classroom applications. Scientific awards and recognitions include: Fellowship of the Higher Education Academy (FHEA) Associate Fellowship of the Higher Education (AFHEA) Nominated for Teaching and Learning Awards (University College Dublin) Nominated for Teacher of the Year (University of Edinburgh) British Spanish Society and BBVA Scholarship British Council Language Teacher Training Scholarship Multiple AHGBI and UCML awards Dr. Barquín Sanmartín has supervised postgraduate dissertations at the University of Birmingham and mentored students throughout her teaching roles at Edinburgh, King’s College London, and University College Dublin. She has secured research funding through the Principal’s Go Abroad Fund, SRUK/CERU Travel Grant, and AHGBI awards. Her professional affiliations include ASELE, ELEUK, and AHGBI, where she actively promotes Spanish language education in higher education. She is not currently associated with a specific lab or research team, but her work contributes to broader initiatives on multilingualism and AI in education, particularly through the CoARA working group and collaborations with Bilingualism Matters Research Centre.
Prof. Dr. Laura Avemarie is a professor at the Ludwig Maximilian University of Munich (LMU), within the Faculty of Psychology and Education. Her research focuses on executive functions in hearing-impaired children, inclusive language education using digital media, and addressing child poverty and sexual violence prevention in hearing-impaired populations. She leads projects like the 2Bi model for bimodal-bilingual education and has published extensively in journals such as Language support and speech therapy and Empirische Sonderpädagogik . Education & Academic Background: Holds a Ph.D. in Psychology from Heidelberg University of Education (2016), with a focus on social-emotional development in language-impaired children. Key Roles: Chair holder in her department, editor of special issues on hearing impairment education, and member of professional associations like the German Society for Prevention of Child Abuse and the Professional Association for Hearing and Communication (BDH). Research highlights include: Development of the Hexe program to enhance executive functions in hearing-impaired children. Studies on digital sexual violence prevention and its impact on deaf/HH youth. Pioneering work on inclusive teaching methods and multilingual digital resources for language support. Her work bridges academia and practice, influencing policy through contributions to the National Council against Sexual Violence and initiatives like the Digitaler Schutz vor sexualisierter Gewalt project. She collaborates with institutions nationwide, conducting workshops and seminars on diagnosing hearing-related challenges and fostering inclusive education environments.
Binta-Victoria Jammeh is a Doctoral Research Fellow in Didactics of Social Science at the MF University College of Theology, Religion and Society. She holds a Master's in Social Science Education from the University of Oslo, with a focus on teacher competencies in addressing diversity. Her work bridges secondary education and university lecturing, emphasizing inclusive democratic education. Her research interests center on inclusion, democratic preparedness, and citizenship education, particularly exploring how teachers and students co-create inclusive environments. She examines contextual challenges in democracy education through a comparative Scandinavian perspective. Key themes include handling anti-democratic attitudes, racism, and controversial issues like the Israel-Palestine conflict in classrooms. Publications highlight practical pedagogical approaches to racism, source criticism, and ideological debates. She contributes to teacher training programs on anti-racism and mediates dialogues on sensitive topics. Her doctoral project investigates structural factors shaping democracy education accessibility. Current position includes teaching SAM1080/SAM1080L modules on Identity, Power, and Diversity. She actively participates in initiatives promoting gender balance and diversity in academia. Her work often intersects with NGOs like Fritt Ord, emphasizing public engagement alongside academic research.
Cristina Sendra Mocholí is a Professor in the Department of Experimental Sciences Didactics at the Faculty of Teacher Training, University of Valencia. Her work bridges science education, narrative pedagogy, and health literacy, with a strong focus on teacher training and early childhood education. Her research interests include: Narrative and experiential approaches to teaching Health and hygiene literacy in compulsory education History of science education and botanical studies Curriculum analysis and competency-based learning Material culture and pedagogical documentation Environmental and sensory education Her recent publications reflect a consistent focus on integrating health literacy into school curricula, developing narrative methodologies in teacher education, and analyzing historical contexts of science teaching. She emphasizes reflective, experience-based, and student-centered pedagogies. Notable scientific contributions include curriculum analyses on health competencies and innovative proposals for narrative-based teaching. Though no formal awards are listed, her sustained scholarly output and leadership in research groups underscore her academic impact. She actively mentors students, having supervised master’s theses and contributed to initial teacher training programs. Her work is supported by engagement with interdisciplinary research groups such as GEOLIT (Literary Geographies) and a dedicated science education research group. Her research environment includes collaboration on pedagogical innovation, curriculum development, and historical studies of science education, particularly in the Valencian context.
Álvaro Juesas Torres is an Associate Professor in the Department of Educational Sciences at CEU Cardenal Herrera University, Castellón, Spain. He holds a PhD in Physical Activity and Sport Sciences from the University of Valencia with Cum Laude distinction and is accredited by ANECA as a Doctoral Professor in Physical Education and Sport. He has taught at the University of Valencia and IPETH (Mexico) and is currently involved in undergraduate and postgraduate programs in Early Childhood, Primary, and Physical Activity and Sports Sciences. PhD in Physical Activity and Sport Sciences – University of Valencia (Cum Laude) Master in Research and Intervention in Physical Activity and Sport – University of Valencia Master in Teacher Training – Catholic University of Valencia Bachelor in Physical Activity and Sport Sciences – Catholic University of Valencia His research focuses on physical education, psychomotor development, body expression, health promotion, and adapted physical activity for special populations. He is a member of the 'Ejercicio Físico y Rendimiento' research group at CEU and collaborates with PHES and Sport and Health Research Units at the University of Valencia. His editorial roles include section editor for 'Sport and Physical Activity Psychology' in the Scientific Journal of Sport and Performance and editor for Healthcare (JCR Q3). The analysis of his recent publications reveals a strong trend in interdisciplinary research combining education, health, and sport science. His work spans psychomotor development in children, inclusive physical education, neuromuscular rehabilitation, and pedagogical innovation in teaching processes. A significant portion of his articles are published in Q1 and Q2 journals, reflecting high academic impact. He has received notable recognition, including: Best Scientific Communication Award at an international conference Ángel Herrera Award for Best Teaching Achievement (2023/24) Álvaro Juesas Torres actively supervises academic projects and theses across multiple programs. He has directed one doctoral thesis and over twenty final degree and master's theses. He is also involved in academic management as the coordinator of the first year of the Physical Activity and Sports Sciences degree and the Sports Management course at CEU. He contributes to international academic evaluation as an external referee for Universidad de Los Lagos (Chile) and serves on the scientific committee of 'Costa Blanca Sports Science Events'. He is also a scientific reviewer for multiple indexed journals and holds a six-year research period (2019–2024) recognized by the Spanish research evaluation system.
Marisa Michelini is a Full Professor of Physics Education at the University of Udine, where she has led the Research Unit in Physics Teaching since 1992 and directed the Department of Physics (2004–2011). She holds a Doctorate in Physics and further education in Chemistry and Computer Science. Her research focuses on innovative physics teaching methods, teacher training, and school-university collaboration, with over 660 publications including 257 international works. President of the International Research Group in Physics Education (GIREP), 2012–2023 Director of the University Consortium for Youth, Education, and Orientation (GEO), 2016–2021 Founder and Scientific Director of the Physics Teaching Laboratory Center (CLDF), 1994–2010 Research Interests: She specializes in physics education, experimental teaching modules, and teacher professional development, with emphasis on topics like quantum physics, superconductivity, and scientific literacy. Her work includes designing low-cost experiments, multimedia learning tools, and institutional collaborations like the IDIFO projects and EU initiatives (HOPE, SECURE). Scientific Awards: Premio SIF in Didattica della Fisica (1998) IUPAP-ICPE International Award (2018) Advising and Grants: She has supervised four PhD students in physics education and led 15 national/international research projects, including EU grants for curriculum development and teacher training programs like IDIFO and STEPS2. Labs and Teams: She founded the CLDF (Physics Teaching Laboratory Center) and coordinated the CIRD (Interdepartmental Research Center for Didactics) at the University of Udine, promoting hands-on science exhibitions like "Giochi Esperimenti Idee" (GEI).
Matthew Grant, MD , is an Associate Professor of Medicine in the Department of Internal Medicine, Division of Infectious Diseases at Yale School of Medicine . He serves as Associate Program Director for the Internal Medicine Residency and Vice Chief for Education in Infectious Diseases, playing a key role in medical education and training. He is affiliated with Yale Medicine and Yale Ventures, contributing to clinical care and translational innovation. Associate Professor of Medicine (Infectious Diseases), Yale School of Medicine Associate Program Director, Internal Medicine Residency Vice Chief for Education, Infectious Diseases Faculty, Yale Medicine and Yale Ventures Education: MD, SUNY Upstate Medical University (2006) BS, Cornell University (2002) Residency, Thomas Jefferson University Hospital (2009) Fellowship, Temple University Hospital (2011) Dr. Grant specializes in managing complex infections in immunocompromised patients, particularly those undergoing transplantation or cancer therapy. His research focuses on opportunistic infections , including Candidiasis , carbapenem-resistant Enterobacterales (CRE) , and dematiaceous fungal infections . He investigates clinical decision-making in antifungal prescribing and outcomes in transplant recipients. His recent work emphasizes infection control, epidemiology of resistant pathogens, and diagnostic challenges in infectious diseases. His research publications, primarily in high-impact journals such as American Journal of Transplantation , Clinical Infectious Diseases , and Transplant Infectious Disease , reveal a strong trend toward transplant-associated infections , antimicrobial resistance , and clinical case-based studies . Collaborative work with colleagues like Christopher Radcliffe and Marwan Azar underscores team-based research in infectious disease epidemiology and management. Scientific Awards and Honors: Outstanding Didactic Course Award (Yale School of Medicine, 2017, 2018, 2020) Sol Sherry Award for Excellence in Research (Temple University Hospital, 2011) Arnold P. Gold Foundation Humanism and Excellence in Teaching Award (2009) Elected to Alpha Omega Alpha Medical Honor Society (2005) Dr. Grant is actively involved in mentoring and medical education, advising residents and contributing to curriculum development. He has served as a reviewer for major journals including Antimicrobial Agents and Chemotherapy , Clinical Infectious Diseases , and Transplant Infectious Disease , highlighting his role in scholarly peer review. He has not been associated with any known research grants or labs in the provided text, but his leadership in education and clinical research indicates significant institutional impact.
Pernille Reitan Jensen is a Researcher at the Department of Linguistic, Literary and Aesthetic Studies, University of Bergen. Her work is centered within the university's educational research community, focusing on teacher education and curriculum development for Norwegian secondary education contexts. Her primary research areas include Teacher Education, Educational Management, Curriculum Development, and Secondary Education. She conducts qualitative studies on coherence in associate professor education programs (for grades 8-13) in Norway, examining institutional management perspectives, leadership challenges, and curriculum implementation barriers faced by educators in teacher training institutions. Her recent publications from 2020 to 2022 demonstrate a concentrated research trajectory in Norwegian educational policy, with consistent emphasis on qualitative analysis of teacher education coherence, management structures, and practical challenges in implementing entrepreneurial didactics. These works contribute empirical insights to national discourse on improving teacher training through organizational and curricular alignment.
Norrisa Adriana Haynes, MD, MPH is an Assistant Professor at Yale School of Medicine and a cardiology specialist with a focus on global cardiovascular health. She is affiliated with Yale Medicine and has been an Associate Scholar at the Center for Global Health. Her work is centered in Haiti, where she contributes to medical education and cardiovascular care through Partners in Health at Hôpital Universitaire de Mirebalais (HUM). Dr. Haynes completed her education at prestigious institutions: undergraduate studies at Yale University, medical school and internal medicine residency at Columbia University, and an MPH from Harvard School of Public Health. She completed her cardiology fellowship at the University of Pennsylvania. Her research and professional interests include global cardiovascular health, non-communicable diseases, and innovative medical education models, particularly virtual classrooms for training physicians in underserved regions. She developed and implemented the iCARDs-Haiti program, delivering biweekly cardiology lectures to internal medicine residents in rural Haiti. Her recent publication in BMJ Open evaluates the impact of a virtual cardiology curriculum in Haiti, demonstrating significant educational gains among trainees. This work reflects a broader trend in her scholarship: leveraging technology to bridge gaps in medical education across global settings. Implementation of a virtual international cardiology curriculum to address the deficit of cardiovascular education in Haiti: a pilot study (2021) Dr. Haynes has been instrumental in mentoring physicians-in-training in Haiti and continues to provide cardiovascular educational content. She has not received any explicitly mentioned scientific awards, but her work is supported through institutional affiliations and global health initiatives. She has not advertised direct grant funding, but her projects are aligned with Partners in Health and the Center for Global Health. She is involved with the iCARDs-Haiti initiative, a virtual educational platform designed to strengthen cardiology training at HUM, one of only four internal medicine training programs in Haiti. This program represents a key component of her ongoing efforts to build sustainable medical education infrastructure in resource-limited settings.
Almudena Alonso Ferreiro is a full-time Lecturer at the Department of Didactics, School Organization and Research Methods in the Faculty of Education and Social Work, University of Vigo. With a PhD in Digital Competence and School Ethnographic Studies (USC 2016), her research focuses on technology integration in education, digital equity, and curriculum development. University of Vigo Faculty of Education and Social Work Department of Didactics, School Organization and Research Methods Research Themes : Digital competence development in primary education ICT implementation in knowledge societies Gender perspectives in educational technology Evaluation of institutional technology projects Socio-cultural factors in digital inclusion Photovoice and ethnographic research methods Article Trends : Her publications (2012-2021) reveal consistent focus on 1:1 computing programs, digital equity in Galicia, teacher training curriculum analysis, and web-based educational tools. Key methodologies include ethnographic studies, photovoice, and web scraping analysis. Scientific Contributions : Coordinator of AECID-funded project in Argentina (2012-2014) Participant in REUNI+D International Symposium (2013) Co-author with Adriana Gewerc Barujel Research group: RITME (Reflection, Innovation, Transfer and Educational Improvement)
Live Weider Ellefsen is a Professor at the University of Inland Norway within the Faculty of Teacher Education and Pedagogy , specifically the Department of Arts and Cultural Studies . Holding a PhD in Music Education from the Norwegian Academy of Music (2014), she leads the department's Research Group for Culture-Oriented Music Education since 2018 and co-leads the Nordic Network for Research in Music Education from 2022. Her research investigates how music education constitutes arenas for subjectivization and discursive negotiation of knowledge, power, and gender , drawing on discourse analysis , curriculum theory , and cultural sociology . She is currently part of the four-year project NORHOP (2023–2026), analyzing the social functions of Norwegian hip hop, and previously contributed to a national study on musical upbringing in the welfare state. Ellefsen teaches music didactics , scientific theory , and cultural communication at all academic levels while maintaining active roles as a pianist and choir conductor . Her work bridges critical pedagogy with cultural democratization efforts, emphasizing equity and inclusivity in educational systems.
