جست‌وجوی استاد و پژوهشگر

PINAR ERTENمشاهده پروفایل

دانشیار

• Educational Technology
• Teacher Education
• Online Learning
• +۴ مورد دیگر

Assoc. Prof. Dr. Pınar Erten is an Associate Professor in the Department of Psychology at Bingöl University's Faculty of Arts and Sciences. She holds a doctorate from Fırat University's Department of Educational Sciences (Curriculum and Instruction Science Branch), a master's in Educational Sciences, and a bachelor's in Computer Education from Fırat University's Faculty of Technical Education. Her research focuses on educational technology, teacher education, digital literacy, and curriculum design. Her work includes evaluating modular teaching methods in vocational education, assessing pre-service teachers' digital competencies, and developing motivation scales for computer science education. She has authored over 20 peer-reviewed articles and presented at international conferences such as the International Educational Technology Conference and the Turkish Online Journal of Educational Technology. Prof. Erten served in the Ministry of Education from 2001-2016 as a Computer Instructor. She has contributed to the 2009 MEB LDV project and received the Ministry of Education Appreciation Certificate. Her current research emphasizes educational technology integration, lifelong learning competencies, and teacher epistemological beliefs. Education: Doctorate: Fırat University - Curriculum and Instruction Science Master's: Fırat University - Educational Sciences Bachelor's: Fırat University - Computer Education Research Trends: Recent articles (2016-2014) focus on pre-service teachers' digital literacy, online collaborative learning attitudes, and TPACK self-efficacy assessments. Earlier studies (2010-2005) explored modular teaching effectiveness and educators' computer usage patterns in vocational schools. Her work bridges educational theory with practical implementation through instrument development (motivation scales) and regional case studies. Awards: Milli Eğitim Müdürlüğü Teşekkür Belgesi (2016) Grants & Projects: Contributed to 2009 MEB LDV Project Lab/Team Affiliations: No specific lab mentioned, but collaborates with researchers like İ. Y. Kazu and M. N. Gömleksiz on educational technology topics.

• Child Disability
• Developmental Disabilities
• Rehabilitation
• +۴ مورد دیگر

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

Stephen Morrisمشاهده پروفایل

استاد

• Causal Inference
• Program Evaluation
• Social Science Research Methods
• +۷ مورد دیگر

Professor Stephen Morris is a faculty member at Manchester Metropolitan University , serving as Professor of Evaluation since 2016. He specializes in causal inference , program evaluation , and mixed-method social science research , with applications in education , social care , labour markets , and crime and justice . Morris pioneered randomised trials in UK social policy and co-authored the government’s Magenta Book . Editorial Board : Sociological Research Online (2020–2023) Advisory Roles : UK Government Trial Advice Panel, What Works Centre for Children’s Social Care, Youth Futures Foundation, Youth Endowment Foundation, Education Endowment Foundation. Honorary Positions : Honorary Fellow of the Institute for Employment Studies. Morris’s research focuses on evaluation methodology , particularly cluster randomised controlled trials (RCTs) , formative assessment tools , and intervention studies in education and social policy. His recent work includes evaluations of educational technology , literacy programs , and mentorship initiatives for at-risk youth. Trends in his publications emphasize quantitative methods , policy impact , and program design . Scientific Awards : Honorary Fellow of the Institute for Employment Studies. Advising and Grants : Morris supervises Gail Mann (focus: agency and reflexive interventions) and Andrew Smith (generalisability of RCT findings in education). He has secured substantial funding for high-profile national evaluations, including projects for the Education Endowment Foundation , Youth Endowment Fund , and UK Ministry of Justice , with grants ranging from £2,400 to £649,753. His consultancy spans UK and international organisations , focusing on programme evaluation.

Luca Guarneraمشاهده پروفایل

استادیار

• Computer Vision
• Machine Learning
• Multimedia Forensics
• +۶ مورد دیگر

Luca Guarnera is a Fixed-term Assistant Professor (RTDA) of Informatics at the Department of Mathematics and Computer Science, University of Catania. Born in Catania on October 26, 1992, he has been a research fellow in Computer Science at the University of Catania since January 1, 2022. His academic journey includes a PhD in Computer Science (XXXIII cycle, PON number E37H18000330006) from the University of Catania, with part of his research conducted at the University of Hertfordshire under Prof. Salvatore Livatino. PhD in Computer Science, University of Catania (2018-2021) Master's Degree in Computer Science (cum laude), University of Catania (2015-2017) Bachelor's Degree in Computer Science, University of Catania (2011-2015) Guarnera's research focuses on Computer Vision, Machine Learning, and Multimedia Forensics, with special emphasis on Deepfake Detection across images, video, audio, and multimodal data. His work explores intrinsic traces left during content creation processes, VR applications for forensic analysis, and deep learning approaches to forensic problems. He has contributed significantly to forensic firearms ballistics analysis through immersive VR observation and handwritten document analysis. His publication record shows a strong trajectory in deepfake detection technologies, evolving from early work on convolutional traces to current research distinguishing between GAN and Diffusion Model outputs. His research spans both theoretical foundations and practical applications in digital forensics, with increasing focus on multimodal approaches and real-world implementation challenges. Guest Editor for Special Issue 'Advancements in Deepfake Technology, Biometry System and Multimedia Forensic' in MDPI Journal of Imaging Guarnera actively participates in the academic community as a reviewer for international journals and has contributed to prestigious international events as a Technical Program Committee member. His research is supported through collaborations with industry partners like iCTLAB srl and academic institutions. He is involved in the HEALTHY-UNICT project studying dietary habits of college students through ecological momentary assessment approaches. As a member of IPLab (Image Processing Lab) since 2015, Guarnera has been involved in various research initiatives including participation in Mohamed Bin Zayed International Robotics Challenge (MBZIRC) competitions and international summer schools (ICVSS, MISS, S3P). His work bridges theoretical computer science with practical forensic applications, particularly in the rapidly evolving field of deepfake detection and multimedia authentication.

Alice Haynesمشاهده پروفایل

پژوهشگر

• Human-Computer Interaction
• Soft Robotics
• E-Textiles
• +۶ مورد دیگر

Alice Haynes is a Digital Futures Postdoctoral Fellow at KTH Royal Institute of Technology, working on the Felt Connections project under the Division of Media Technology and Interaction Design . She collaborates with Prof. Kristina Höök and Associate Prof. Iolanda Leite to create shape-changing textile interfaces that foster meaningful bodily interactions for children and adults. Education PhD in Engineering Mathematics, University of Bristol (2022) Specialization in Soft Robotics and Haptic Interfaces Her research blends soft robotics, e-textiles, and soma design to develop tactile technologies that prioritize bodily engagement over traditional visual/auditory interfaces. Current work explores: first-person design for scoliosis, symmetry-asymmetry dynamics in bodily interactions, and soma-driven methods that emphasize felt experiences. Key article trends include shape-changing textiles (SMA-actuated smocking, machine embroidery), emotional/therapeutic applications (anxiety relief, social touch), and multisensory integration (audio-tactile mappings, biosignal interaction). Scientific Contributions Recipient of Digital Futures Postdoctoral Fellowship Co-design methodologies for child-centered technology Material-driven evaluation frameworks for e-textiles Embodied interaction paradigms through haptic cushions Alice teaches Human-Computer Interaction Research Seminars (DH2632) and Media Technology and Interaction Design (DM2601) , while actively seeking Master's students for collaborative thesis work.

Eleni Eliaمشاهده پروفایل

مدرس ارشد

• Biostatistics
• Artificial Intelligence
• Advanced Computational Methods
• +۳ مورد دیگر

Eleni Elia is a Senior Lecturer in Statistics at Oxford Brookes University's School of Engineering, Computing and Mathematics, leveraging expertise from research positions at Harvard University, Boston Children's Hospital, and the University of Leicester to develop AI-driven healthcare solutions that improve patient outcomes through advanced computational methods and biostatistics. Her academic foundation includes: BSc (Hons) in Mathematics MSc in Statistics PhD in Statistics Dr. Elia's research bridges biostatistics and artificial intelligence with clinical applications, focusing on prognosis research and healthcare data analysis . She pioneers computational approaches to transform patient care, particularly in pediatric cardiology and epidemic surveillance, using real-world data to address critical medical challenges through interdisciplinary collaboration. Analysis of her 14 publications (2015-2024) reveals consistent application of statistical modeling to medical domains, with growing emphasis on AI integration in cardiology, biomarker analysis, and epidemic prediction. Her work demonstrates methodological rigor while addressing urgent healthcare needs through pediatric applications and refugee camp disease surveillance. Her scientific recognition includes: Enterprise Champion Award 2022/23 for 'Gamifying entrepreneurship education for mathematics students' Executive Coaching Award 23/24 as a 'Research Leader' Mardia Prize from the Royal Statistical Society for refugee-focused statistical workshops Dr. Elia actively mentors PhD candidates and leads significant research initiatives including 'Infectious disease surveillance in refugee camps', 'Biomechanics interactive database development', and 'Epidemic surveillance systems', while securing substantial university funding for healthcare AI innovation and entrepreneurship programs. She contributes to cutting-edge research through the Artificial Intelligence, Data Analysis and Systems (AIDAS) Institute and Visual Artificial Intelligence Laboratory (VAIL), driving interdisciplinary projects that connect statistical theory with life-saving medical applications.

Osama Mahmoudمشاهده پروفایل

مدرس

• Predictive Modelling
• Health Data Science
• Machine Learning
• +۶ مورد دیگر

Dr. Osama Mahmoud is a Lecturer (Assistant Professor) in Data Science and Statistics at the University of Essex, affiliated with the School of Mathematics, Statistics and Actuarial Science (SMSAS) and the Department of Mathematical Sciences. He holds dual roles as the Director of the BSc Data Science and Analytics programme and Deputy Director of Research at SMSAS. His academic journey includes a PhD in Statistics from the University of Essex and an Honorary Senior Researcher position at the University of Bristol Medical School (2020–2024). Dr. Mahmoud's research focuses on Predictive Modelling, Health Data Science, Machine Learning, Bio and Medical Statistics, and Explainable AI. He pioneered the Slope-Hunter method (Nature Communications, 2022) for bias correction in genome-wide studies and developed tools like the Proportion Overlapping Score (POS) and open-source packages on CRAN/GitHub. His work bridges statistical methodology with applications in healthcare, environmental epidemiology, and industrial collaboration. Key contributions include studies on sleep-breast cancer mortality linkages (2025), lung function-cardiovascular risk relationships (2024), and smoking's role in depression recovery (2022). He has secured grants supporting collaborations with UNDP, Rolls Royce, and Recruitment Smart. Teaching innovations include pioneering programming and text analytics modules. Education: PhD in Statistics, University of Essex Affiliations: UK Reproducibility Network (UKRN) Institutional Lead, British Data Science Society Member Grants: Projects in Data Science, theoretical/applied Statistics, and industrial partnerships Tools: ESKNN, OTE, propOverlap packages on CRAN His work emphasizes reproducibility, with over 50 peer-reviewed publications and international teaching engagements at ICTP (Italy), EuADS (Luxembourg), and UK institutions.

Daniel H. Jarvisمشاهده پروفایل

استاد

• Mathematics Education
• Technology Integration
• STEAM Education
• +۲ مورد دیگر

Dr. Daniel H. Jarvis is a professor at the Schulich School of Education, Nipissing University, where he teaches in both undergraduate (BEd) and graduate (MEd/PhD) programs. His research focuses on mathematics education, technology integration, curriculum development, and STEAM education initiatives. He has led several collaborative research projects including a SSHRC-funded international study on Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. Dr. Jarvis's research interests span mathematics pedagogy, workplace technology applications, interdisciplinary curriculum integration, and innovative educational approaches. His work consistently explores the intersection of mathematical concepts with technology-enhanced learning environments. His publications demonstrate a strong focus on educational technology integration, mathematics pedagogy, and curriculum innovation. Recent work examines exergames in wellbeing education, communities of practice for language teachers, and technology-enhanced assessment methods in mathematics education. Dr. Jarvis has held significant administrative roles including Chair of Graduate Studies in Education (2011-2013) and Associate Dean (Interim) of the Bachelor of Education programs (2022-2024). He has collaborated on cross-disciplinary projects with colleagues in Geography, Computer Science, Nursing, and Physical Education.

Angela Bookerمشاهده پروفایل

استاد

• Youth Civic and Political Participation
• Learning in Informal Settings
• Media and Technology for Learning
• +۴ مورد دیگر

Angela Booker is a faculty member in the Department of Communication at the University of California San Diego , focusing on youth and family engagement with media, technology, and civic participation. Ph.D. in Education, Stanford University, 2007 Her research explores how underrepresented communities leverage media and technology for learning, community development, and systemic repair. She employs ethnographic, qualitative, and design-based methods to investigate collaborations between youth, educators, and community partners. Key trends in her recent publications include interdisciplinary approaches to learning, integrating digital storytelling, participatory design research, and critical theories of power and privilege. Her work emphasizes equity in education and the role of families as sites for mathematical and civic practices. Jan Hawkins Early Career Award, 2013 Fellow at UC Center for Collaborative Research, 2012 CAE Presidential Fellow, 2010 CAE Outstanding Dissertation Award, Honorable Mention, 2009 IBM Distinguished Student Research Award, 2003 Stanford Nicoll Fellowship, 2002 Booker's work bridges anthropology, education, and communication, with a focus on participatory frameworks, ethical research practices, and addressing structural barriers to civic engagement. She collaborates extensively with educators, youth councils, and community organizations.

Krisztián Széllمشاهده پروفایل

دانشیار

• Educational Inequality
• School Resilience
• Student Achievement
• +۷ مورد دیگر

Krisztián Széll is a Habil. Associate Professor at Eötvös Loránd University’s College of Education, specializing in educational inequality and school resilience. His research explores student achievement, school climate, Roma student integration, adaptive testing, and school dropout risk. He leads the Research Group on Innovation and Equality in Education and serves on the university’s Research Ethics Committee. Key Research Areas: Educational equity, resilience development, language policy, psychometric testing, and pandemic-era learning patterns. Publications: Focus on Hungary, cross-national comparisons, and methodological advancements in educational assessment. Affiliations: Eötvös Loránd University, Research Ethics Committee, Research Group on Innovation and Equality in Education. His recent work analyzes contextual factors in student belonging, adaptive testing formulas, and pandemic impacts on learning. He contributes to debates on reliability metrics like Cronbach’s alpha and institutional factors shaping educational outcomes.

• Teacher Education
• Digital Literacy
• Psychometrics
• +۶ مورد دیگر

Ove Edvard Hatlevik is a Professor at the Faculty of Education and International Studies , Department of Primary and Secondary Teacher Education at Oslo Metropolitan University. His research focuses on Teacher Professional Digital Competence , ICT integration in education , Psychometrics , and Critical Health Literacy . He leads the Teacher Education for a Future in Flux (TEFF Academy) and Teacher Education Panel Study (TEPS) projects, while previously managing initiatives such as Developing ICT in Teacher Education (DiCTE) and Literacies for Health and Life Skills . Email : ove-edvard.hatlevik@oslomet.no Office : Pilestredet 42, Oslo (Q6007) His recent publications explore: AI applications in thesis categorization (2025) Gender differences in early childhood education outcomes (2025) Job satisfaction dynamics in teaching (2024) Digital distraction management in teacher training (2024) Professional digital competence in technology-rich classrooms (2024) Systematic reviews on digital competence dimensions (2023) Key thematic areas include: Algorithmic thinking in mathematics education Long-term impacts of ECEC quality Digital divide in adult education Assessment of critical health literacy ICT access barriers in education centers Psychometric properties of educational tools

David Allsoppمشاهده پروفایل

استاد

• Special Education
• Mathematics Education
• Teacher Education
• +۳ مورد دیگر

Dr. David Allsopp is a Professor in the Department of Curriculum, Instruction, and Learning at the University of South Florida's College of Education, where he has served since 2001 after six years at James Madison University. His career began as a middle school teacher for students with learning disabilities and emotional/behavioral difficulties in Ocala, FL. Education Doctoral degree from the University of Florida His research centers on effective instructional practices for students with high incidence disabilities (Specific Learning Disabilities, ADHD, Social-emotional/Behavior Disorders) and struggling learners, with particular emphasis on mathematics education. He investigates teacher preparation methods to equip educators for inclusive classrooms, focusing on collaborative planning, family engagement, and critical consciousness development in special educators. His work bridges theory and practice through classroom-based interventions and teacher training innovations. Analysis of his 15 most recent publications (2025-2018) reveals consistent themes: special education teacher preparation across four continents, mathematics interventions for students with disabilities, advocacy by parent-educators, and critical frameworks for Latinx teacher candidates. His scholarship demonstrates methodological diversity through case studies, policy analyses, and cross-cultural comparisons, with growing emphasis on social justice and inclusive practices in mathematics education. Dr. Allsopp supervises doctoral students in special education and has developed innovative teacher preparation models like the USF-Pepin Academies Summer Institute. His research on Response to Intervention (RTI) frameworks and dynamic assessment has informed statewide professional development initiatives, though specific grant details are not provided in the source material.

Anna Meyerمشاهده پروفایل

استادیار

• Machine Learning
• Formal Methods
• Human-Computer Interaction
• +۳ مورد دیگر

Anna Meyer is an Assistant Professor in the Computer Science department at Carleton College, where she has been since 2025. She earned her Ph.D. in Computer Science from the University of Wisconsin-Madison, advised by Aws Albarghouthi and Loris D’Antoni, and a B.A. in Mathematics from Carleton College. Before her academic career, she worked as a software developer at Epic in Madison. Her research focuses on improving the trustworthiness of machine learning models by addressing multiplicity—the phenomenon where models with similar performance produce divergent outputs, undermining reliability and fairness. She employs formal methods, machine learning techniques, and human-computer interaction frameworks to analyze and control multiplicity across ML pipelines. Her work has been recognized through publications at top venues like CHI, UAI, FAccT, and NeurIPS, with a workshop paper at ICLR 2024. Anna teaches courses such as CS 251: Programming Languages and CS 320: Machine Learning . Her technical contributions include the AntIDoTe-P repository, which implements abstract interpretation techniques to certify robustness against data bias in decision trees. The codebase supports datasets like COMPAS, Adult Income, and Drug Consumption, with preprocessing documented in Jupyter notebooks.

Alison Wolfمشاهده پروفایل

استاد

• Public Sector Management
• Education Policy
• Higher Education
• +۱۲ مورد دیگر

Professor Dame Alison Wolf, Baroness Wolf of Dulwich, is the Sir Roy Griffiths Professor of Public Sector Management at King’s Business School, King's College London. She is a cross-bench peer in the UK House of Lords and a leading expert on education policy, skills, and the relationship between education and the labor market. Her work integrates academic research with high-level policy influence, particularly in vocational education, higher education reform, and lifelong learning. Education: MA and MPhil from the University of Oxford, and studies at the University of Neuchâtel Early Career: Policy analyst in the U.S. federal government Professional Affiliation: Visiting Professor at the Institute of Education, University of London Alison Wolf’s research centers on public sector management, higher education policy, qualifications frameworks, and labor market skills. She has long-standing interests in assessment systems, mathematics education, and the role of universities in society. Her influential publications include The XX Factor (2013), which examines the societal transformation driven by working women, and numerous policy reports on vocational training, apprenticeships, and post-18 education. Her recent scholarly output reveals a sustained focus on the evolution of the UK’s education landscape, particularly the impact of funding models, reputation, and rankings on universities. She has also contributed to interdisciplinary efforts, including a 2023 publication with the IceCube-Gen2 Collaboration in astrophysics, indicating broad academic engagement. Her work emphasizes evidence-based policy, critiques of one-size-fits-all approaches, and the need for flexible, responsive education systems. CBE for services to education (2012 Queen’s Birthday Honours) Dame Commander of the Order of the British Empire (DBE) (2024 King’s Birthday Honours) Sam Aaronovitch Memorial Prize (2008) Alison Wolf has played a pivotal role in shaping national education policy. She led the 2011 Wolf Review of Vocational Education, contributed to the Augar Review (2019), advised the Prime Minister on skills policy (2020–2023), and helped draft the Skills and Post-16 Education Act 2022 and the Lifelong Learning Act 2023. She also served as a non-executive director for the Department for Science, Innovation and Technology (2023–2024) and advises on the UK’s Levelling Up strategy. She was the founding Chair of Governors of King's College London Mathematics School and remains a trustee of the University Maths School Network (U-Maths), supporting mathematics education for 16–18-year-olds. She has directed the MSc in Public Services Policy and Management and has been a specialist adviser to the House of Commons Education Committee, a BBC Radio 4 presenter, and an advisor to international bodies including the OECD, European Commission, and ministries of education in New Zealand, France, and South Africa.

• Educational Policy Studies
• Social Inclusion
• Theory of Social Capital
• +۷ مورد دیگر

Dr. Stephen O'Brien is Senior Lecturer in Education at the School of Education, University College Cork , where he has served since September 2006. He serves on multiple academic committees including the School Student Voice Committee and MEd Committee , and previously chaired the School of Education Research Forum . O'Brien directs the Postgraduate Diploma in Further, Adult and Community Education (PDFACE) program and supervises students across PME, MEd, and PhD programs. Doctoral degree in Educational Policy and Management from University of Bristol (2001) Masters in Educational Policy and Management from Goldsmiths College (1996) Higher Diploma in Education from UCC (1991) BA in Economics and Mathematics from UCC (1990) His research focuses on critical educational theory and practice, particularly Global Citizenship Education , Social Inclusion , and Adult Learning . He explores how marginalized learners navigate educational systems and advocates for transformative pedagogical approaches that challenge neoliberal frameworks. Recent publications examine lifelong learning and superdiversity in education. He has secured significant funding from Irish Aid , Irish Research Council , and Erasmus+ for projects on Global Citizenship Education and Adult Literacy . O'Brien has received multiple PhD studentships and was nominated for the prestigious Grawemeyer Book Award in 2017. Key contributor to educational policy through National Technical Advisory Committee for SOLAS Executive member of AONTAS Academic Expert Group and Ubuntu Steering Group Extensive peer-review service for journals like The Adult Learner and Irish Educational Studies