جستجوی استاد راهنمای دانشگاهی

• Educational Leadership
• Comparative Research
• Innovation in Education
• +۳ مورد دیگر

Dr. Dong Nguyen is an Associate Professor in Leadership Management and Change in Education at Durham University's School of Education. He serves as Director of the Master’s Programme in Educational Leadership and Change, which focuses on leadership, management, and research in education. Additionally, he is Editor-in-Chief of the International Journal of Educational Management (IJEM), a core journal in educational leadership. His career includes roles as a lecturer (Assistant Professor) and Programme Leader at the University of Glasgow, a Research Associate at Nanyang Technological University, and a teacher in Vietnam. Nguyen’s research emphasizes building leadership capacity in the Global South, comparative education studies, and innovation in education. He has led projects such as an impact evaluation of a Rwanda school leadership development program (2023–2026) funded by VVOB and a review of school leadership’s role in teacher retention funded by the Education Endowment Foundation (EEF). His work explores leadership practices across sectors like education, business, and healthcare, with a focus on equitable systems and professional learning. Nguyen has received a Discretionary Award from Durham University (2023) and has delivered numerous invited talks, including at the Chinese University of Hong Kong (2024), the Asian Conference on Business and Economic Studies (2024), and Stockholm institutions (2023). He has served as an external examiner for UK universities (e.g., Leeds, Newcastle) and evaluator for grants like UK Research & Innovation and Swiss National Science Foundation. His supervision focuses on topics like school leadership, inter-organizational collaboration, and professional development. Nguyen’s recent articles highlight leadership’s role in teacher retention, autonomy, and PLCs in the Global South. He advocates for leadership practices that foster teacher collaboration, instructional support, and participatory decision-making, particularly in contexts like Singapore and Vietnam. His funded projects and editorial roles underscore his commitment to evidence-based educational policy and practice.

Jillianne Codeمشاهده پروفایل

دانشیار

• Learner agency
• Educational technologies
• Technology-enhanced learning
• +۹ مورد دیگر

Dr. Jillianne Code is an Associate Professor at the University of British Columbia's Faculty of Education, Department of Curriculum & Pedagogy, directing the ALIVE Research Lab. Her work focuses on learner agency, educational technologies, and social media's impact on student success. Specializes in immersive virtual environments for assessment Researches self-regulated learning and formative feedback Investigates health education through digital interventions Her recent publications examine pandemic-era educational transitions, digital literacy in teacher training, and cognitive tools in virtual reality. She has received Outstanding Paper Awards for her work on immersive assessment. Dr. Code leads research projects on learning analytics, student engagement in digital spaces, and technology education sustainability. Her work bridges educational theory with practical interventions through digital badges, mobile health applications, and 3D learning environments.

• Mathematics Education Curriculum
• Mathematics Teacher Education
• Algebra Teaching and Learning
• +۳ مورد دیگر

Jill Newton is a Professor in the Department of Curriculum and Instruction at Purdue University’s College of Education. Her work focuses on mathematics education curriculum development, teacher training, and equity in education, with additional contributions to international and study abroad programs. Ph.D. in Curriculum, Teaching, and Educational Policy (Mathematics Education), Michigan State University (2008) M.A. in International Education, George Washington University (1995) B.S. in Mathematics and Secondary Teaching Certification, Michigan State University (1987) Newton’s research spans algebra teaching, curriculum coherence, and social justice in education. She has led national studies on mathematics teacher preparation and explored how teachers use curricular resources post-COVID. Her work also emphasizes international education, including virtual communities of practice for global social justice. Recent publications highlight her focus on algebraic reasoning, curricular alignment, and equity. She has co-authored studies on elementary teachers’ curriculum use, preservice teacher development, and virtual intercultural collaborations. Terry L. Wood Mathematics Teacher Educator Award (2024-25) Book of Great Teachers Inductee (2023) Outstanding Leadership in Globalization Award (2022-23) Charles B. Murphy Outstanding Undergraduate Teaching Award (2017) Newton has coordinated undergraduate research at Purdue since 2018 and has taught mathematics education courses since 2004. Her teaching experience spans secondary schools in Venezuela, Tanzania, Bulgaria, and Papua New Guinea, enriching her global perspective.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +۵ مورد دیگر

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

Susan Robertsonمشاهده پروفایل

استاد

• Sociology of Education
• Globalization and Education
• Education Governance
• +۴ مورد دیگر

Susan Robertson holds the Chair in Sociology of Education at the Faculty of Education, University of Cambridge, where she serves as Director of the Doctoral Programme and Editor-in-Chief of Globalisation, Societies and Education . She joined Cambridge in 2016 after academic appointments at the University of Auckland and University of Bristol, bringing over three decades of international expertise in critical education studies. Her educational foundation includes doctoral research in Sociology/Policy at the University of Calgary (1990), preceded by professional experience in the Research Division of Western Australia's Ministry of Education. This trajectory established her cross-sectoral perspective on education systems and policy implementation. Robertson's research critically examines state-education relationships through governance frameworks that determine educational equity and outcomes. She investigates how global and regional actors mediate the social contract between states and citizens, with particular focus on geopolitical shifts, OECD influence, and neoliberal transformations in higher education. Her work bridges sociology, political economy, and decolonial perspectives to address social justice imperatives in education. Analysis of her 2024-2026 publications reveals sustained engagement with higher education geopolitics, digital transformation challenges, and global governance mechanisms. Key thematic clusters include critiques of OECD-driven policy frameworks, analyses of ordinal citizenship in education systems, and examinations of how digitalization reshapes university missions while exacerbating existing inequalities. As Director of the Doctoral Programme, Robertson oversees comprehensive PhD training while convening the Culture, Politics and Global Justice research cluster that fosters interdisciplinary collaboration on transnational education challenges. Her service on the ESRC funding council positions her at the nexus of research strategy and resource allocation in UK social sciences. The Culture, Politics and Global Justice cluster under her leadership functions as a dynamic hub for critical scholarship, hosting regular seminars and collaborative projects that connect Cambridge researchers with global partners to address emergent issues in education governance and social transformation.

Ricardo Filipe da Silva Pocinhoمشاهده پروفایل

پژوهشگر

• Educational Evaluation
• Social Education
• Educational Psychology
• +۳ مورد دیگر

Ricardo Filipe da Silva Pocinho is an academic researcher affiliated with the Higher School of Education and Social Sciences (ESECS) at the Polytechnic Institute of Leiria, Portugal. He joined the faculty in March 2022 and holds the role of Assessor in the Regional Health Administration of the Center (ARS Centro). His primary research focuses on educational evaluation , social competence development , and pedagogical innovation , with emphasis on school-based interventions and socioemotional learning programs. He has supervised five doctoral students and published extensively on topics including family involvement in education, pandemic impacts on teaching, and workplace happiness initiatives. His work integrates interdisciplinary approaches, combining educational psychology with social work methodologies. Recent publications highlight projects like the 'Smiling Team' workplace well-being program and evaluations of educational interventions for youth transitioning from residential care. He collaborates closely with institutions like the University of Coimbra and has presented at major conferences such as TEEM20 and the International Conference on Childhood and Adolescence. Key contributions include designing programs to promote socioemotional competencies in schools and analyzing social policies during pandemics. His research emphasizes practical applications, evidenced by projects like the 'Third Age Universities' study in Portugal and Brazil, and pedagogical innovations in technical director training.

Andy Hargreavesمشاهده پروفایل

استاد مدعو

• Educational Change
• Leadership in Education
• Teacher Well-Being
• +۳ مورد دیگر

Andy Hargreaves is an internationally recognized scholar and advisor in education, holding dual roles as Adjunct Professor at Boston College and Visiting Professor at the University of Ottawa. He advises governments including Ontario, Scotland, and New Brunswick on educational policy and system reform. His work focuses on leadership, well-being, student engagement, and systemic educational change. Hargreaves co-leads the ARC Education Project and founded CHENINE, a Canadian research initiative advancing pedagogical innovation. Research Interests: Leadership from the Middle Teacher Well-Being and Professional Capital Identity Development in Schools Play-Based Learning Crisis Management in Education Awards: 2023 Canadian EdTech Awards Educator of the Year 2023 RHSU Edu-Scholar #16 2022 National Academy of Education Member 2015 Grawemeyer Award Key Projects: ARC Education Project (7 nations collaboration) CHENINE (Canadian educational innovation hub) Canadian Playful Schools Network Labs/Teams: Directs CHENINE, collaborates through ARC networks, and leads research on global educational transformation.

Noelle Hurdمشاهده پروفایل

استاد

• Clinical Psychology
• Community Psychology
• Adolescent Development
• +۵ مورد دیگر

Noelle Hurd is a Professor of Psychology at the University of Virginia and co-Director of Diversity, Equity, and Inclusion Initiatives (co-DDEI). She leads the Promoting Healthy Adolescent Development (PHAD) Lab, focusing on marginalized youth development through intergenerational relationships and systemic oppression disruption. Her research integrates clinical and community psychology to address adolescent development, racial discrimination, and mental health disparities. Key interests include natural mentoring as protective factor, anti-racist frameworks, and leveraging community strengths to counteract systemic barriers for Black and Latinx youth. Her work emphasizes youth agency in social justice movements and resilience through familial and community support networks. Recent publications (2023-2025) reveal concentrated exploration of natural mentoring dynamics across marginalized populations, with methodological diversity spanning qualitative analyses of immigrant youth experiences and longitudinal studies of college adjustment. Recurring themes include anti-immigration policy impacts, youth-led anti-racism initiatives, and the intersection of discrimination with mental health outcomes. Dr. Hurd's scientific contributions have earned significant recognition: William T. Grant Scholar and Spencer/National Academy of Education Postdoctoral Fellow Rising Star Award (Association for Psychological Science, 2015) Outstanding Professor Award (UVA Psychology, 2017) Faculty Excellence in Diversity, Inclusion, and Equity Award (2021) Fellowships in American Psychological Association and Society for Community Research and Action As PHAD Lab director, she mentors emerging researchers in community-engaged scholarship funded by NIH, NSF, William T. Grant Foundation, and Institute of Education Sciences. Her team examines mentoring relationships, discrimination mechanisms, and intervention development for youth thriving in oppressive contexts. The PHAD Lab operates as an interdisciplinary research collective developing evidence-based approaches to dismantle systemic barriers through youth-adult partnerships and natural mentoring frameworks.

• Japanese Applied Linguistics
• Second Language Acquisition
• Language Education Policy
• +۷ مورد دیگر

Satoshi Miyazaki is a Professor at Waseda University's Graduate School of Japanese Applied Linguistics and affiliated with the Faculty of International Research and Education . With a Ph.D. from Monash University, his work bridges Japanese language education, second language acquisition, and cross-cultural communication. Education Background: Doctor of Philosophy (Japanese Applied Linguistics) - Monash University (1997) Graduate School of Japanese Applied Linguistics - Waseda University (1982) Research Interests focus on Japanese language pedagogy, natural acquisition mechanisms, and interactional strategies for non-native learners. His innovative use of Eye Mark Recorders (EMR) and Event-Related Potentials (ERP) has advanced understanding of cognitive processes in language learning. Recent Articles (2011-2001) reveal trends in Japanese language education reform, cross-cultural learning challenges, and technology-enhanced teaching methods. Key themes include correctional language programs for foreign inmates, immersion environments, and brain processing studies using advanced neuro-linguistic techniques. Research Projects have received continuous funding from Japan Society for the Promotion of Science, including prison language education programs, foreign care worker competence frameworks, and EMR-based lecture comprehension analysis. His work extends to international collaborations with institutions in Australia, the U.S., and Europe.

Maarten Renkemaمشاهده پروفایل

استادیار

• Artificial Intelligence
• Human Resource Management
• Digitalization
• +۵ مورد دیگر

Maarten Renkema is an Assistant Professor at the University of Twente, specializing in Artificial Intelligence (AI) and its intersection with Human Resource Management (HRM) , Healthcare , and Organizational Innovation . His research explores how AI transforms work design, employee autonomy, and HRM practices in formalized contexts. Key Research Themes: Algorithmic HRM and Digitalization Human-AI Collaboration in Healthcare Self-Managing Teams and Organizational Structures AI Literacy in Education Scientific Awards: Best Dissertation Award (2019) from the Dutch HRM Network Research Trends: His recent work focuses on AI adoption in HRM, ethical implications of algorithmic management, and redefining professional roles in AI-integrated environments. Articles from 2024-2025 highlight practical applications of AI in healthcare workflows, employee-driven innovation, and the evolving responsibilities of HR professionals. Collaborations: Active in cross-sector partnerships, including projects on AI literacy frameworks and talent management in sports. Regularly contributes to professional discourse through invited talks and media commentary on AI's societal impact.

Reeve Hustonمشاهده پروفایل

دانشیار

• U.S. political history
• History of capitalism
• Global/comparative history of capitalism
• +۷ مورد دیگر

Reeve Huston is an Associate Professor of History at Duke University's Arts & Sciences school. His scholarship focuses on U.S. political history and the history of capitalism, with particular emphasis on the evolution of democratic practices and land distribution conflicts during the Antebellum period. Ph.D. in History from Yale University (1995) B.A. and M.A. from Wesleyan and Yale Universities His research examines: Two-party democracy formation (1790s-1840s) Land policy conflicts in early America Democratization processes and competing political practices Global capitalism history frameworks Recent publications analyze: Jacksonian democracy's institutional foundations Land policy's role in political development Democratization debates during political transitions Key honors include: 1999 Dixon Ryan Fox Prize 2000 Theodore Saloutos Prize His teaching employs flipped classroom models with emphasis on discussion-based learning.

• Language Policy in Education
• Language Ideology and Socialization
• Immigration and Transnationalism
• +۳ مورد دیگر

Ronald Fuentes is an Associate Professor and Director of Online Programs in the Department of English at the University of Memphis. His research focuses on language policy in education, immigration impacts on multilingualism, and transnational identity dynamics. He holds a Ph.D. in Sociolinguistics from the University of Washington, alongside a MAT in TESOL and a BA from the University of British Columbia. His research explores how immigration shapes language attitudes and practices, particularly in educational contexts. Fuentes examines language policy implementation in universities and K-12 settings, with recent work analyzing gender-inclusive language adoption and transnational family language maintenance strategies. He has published extensively on topics such as heritage language teaching in diaspora communities and structural barriers faced by immigrant students in higher education. His articles consistently address the interplay between institutional policies and individual agency, revealing both opportunities and constraints in multilingual education systems. Current projects investigate language planning in non-traditional migration regions and digital pedagogy for online language learners. As Director of Online Programs, Fuentes oversees innovative instructional design for distance learning initiatives while maintaining active grant-funded research on ESL program efficacy and transnational student support systems. His work bridges sociolinguistic theory and applied educational practice, contributing to both academic discourse and real-world policy recommendations.

Amy Scott Metcalfeمشاهده پروفایل

استاد

• Higher Education
• International Comparative Higher Education
• Policy Analysis
• +۳ مورد دیگر

Amy Scott Metcalfe is a Professor in the Department of Educational Studies at the University of British Columbia (UBC), affiliated with the Faculty of Education. She holds dual appointments with the Institute for Gender, Race, Sexuality and Social Justice, emphasizing interdisciplinary approaches to higher education studies. Her research focuses on international comparative higher education systems, academic governance, and sociological analysis of university policies. She critiques managerialism trends and explores gender disparities in academic productivity. Metcalfe employs visual methodologies, including photo-ethnography and extended photo essays to document institutional change. Teaching responsibilities are managed through the Department of Educational Studies, with course details available via UBC’s official portal. Her scholarship spans Canadian and global contexts, addressing issues like faculty internationalization, research ethics frameworks, and the impact of pandemic disruptions on academic collaboration. Key contributions include longitudinal studies on Canadian professors’ perceptions of work-life balance, comparative analyses of gender gaps in research output across North America, and critical examinations of university-industry-government networks. She advocates for equity-centered pedagogies and anti-colonial approaches in higher education policy.

Mizuki Mazzottaمشاهده پروفایل

استاد آموزشی

• Second Language Acquisition
• Applied Linguistics
• Language Pedagogy
• +۳ مورد دیگر

Mizuki Mazzotta is an Assistant Teaching Professor in the Department of Russian and East Asian Languages and Cultures at Emory University, where she also serves as Japanese Language Coordinator. Her academic journey includes a Ph.D. in Applied Linguistics from Georgia State University (2018) and M.A. degrees in Linguistics (McGill University) and Applied Linguistics (University of South Florida). Her research focuses on instructed second language acquisition, particularly the role of affect and sociocultural theory in L2 learning. She has extensive experience teaching Japanese language courses and mentoring students at Emory and previous institutions like Georgia State University. Education: Ph.D., Applied Linguistics, Georgia State University (2018) M.A., Linguistics, McGill University (2005) M.A., Applied Linguistics, University of South Florida (1997) B.A., English Literature, Soka University (1995) Research Interests: Instructed Second Language Acquisition Corrective Feedback in L2 Writing Sociocultural Theory in Language Education Learner Affect and Motivation Technology-Enhanced Language Learning Cultural Awareness in Language Instruction Awards & Grants: Recipient of multiple grants including the KAKENHI Grant (Japan), Mellon Humanities Pathways Grant, and Emory College Pedagogy Mini-Grant. Member of honor societies: Phi Beta Delta and Golden Key International. Service & Leadership: Executive Committee Member, Emory College Language Center Organizer of Japanese Program Guest Speaker Talks and Cultural Events Reviewer for Language Teaching Research and other academic journals Interviewer for the Japan Exchange Teaching Program Teaching & Mentorship: Instructor of Japanese language courses at Emory and Georgia State University Developer of study abroad programs in Japan and internship collaborations Mentor for Japanese interns and temporary faculty

Ben Liمشاهده پروفایل

دانشیار

• Combinatorics
• Theoretical Computer Science
• Combinatorial Design Theory
• +۸ مورد دیگر

Ben Li is an Associate Professor in the Department of Computer Science at the University of Manitoba, Faculty of Science. His research focuses on combinatorics and theoretical computer science, including combinatorial design theory (e.g., Steiner triple systems, BIBDs, difference sets), graph theory, and algorithm design for combinatorial optimization problems. He also explores approximation algorithms for NP-Hard problems and subclasses of such problems with polynomial solutions. Dr. Li teaches a wide range of courses, including COMP 1010 (Introduction to Computer Science), COMP 2080 (Analysis of Algorithms), and advanced graduate courses like COMP 7720 on approximation algorithms and combinatorial optimization. His academic contributions span both theoretical computer science and interdisciplinary archaeological studies, as reflected in his publications. His recent work includes studies on ostrich eggshell beads' role in prehistoric social networks, archaeological site analysis in southern Africa, and medical education reforms in Canada. While his primary research aligns with computer science theory, his published articles also highlight interdisciplinary interests in anthropology, archaeology, and healthcare policy.