جست‌وجوی استاد و پژوهشگر

• Early Childhood Education
• Literacy Development
• Home Literacy Environment
• +۲ مورد دیگر

Astrid Wirth is a tenure-track Assistant Professor in Early Childhood Education at the Department of Education, University of Vienna. Her research program centers on foundational childhood development with particular emphasis on: Home literacy environments and emergent literacy skills Socio-emotional development through reading interventions Digital learning applications for kindergarten skill-building She currently leads the European Research Council (ERC) project 'Learning4Kids' investigating technology-enhanced learning in early education. Her doctoral work examined reading aloud's impact on socio-emotional development. Recent publications (2019-2020) demonstrate consistent focus on: Longitudinal analysis of reading practices and language development Multidimensional assessment of home learning environments Connections between literacy exposure and socioemotional competencies Her ERC project represents significant research funding in educational technology innovation.

• Signal processing
• Digital image processing
• Nonlinear dynamic systems
• +۵ مورد دیگر

Professor Kristina Kelber is a faculty member at HTW Dresden (Hochschule für Technik und Wirtschaft Dresden), holding the Chair of Communications Engineering within the Faculty of Electrical Engineering. She is also a member of the Faculty Council, contributing to academic governance at the institution. Her research focuses on signal processing , digital image processing , and the analysis and design of nonlinear dynamic systems . Her work spans theoretical aspects of communications engineering and practical applications in diverse fields including music technology for accessibility applications, bird song identification, film restoration, and visitor center information systems. Her publication record demonstrates consistent expertise from the 1990s to present, with evolving applications from foundational work in chaos-based encryption systems to more recent applied research with social impact. Professor Kelber has secured research funding for projects such as "sprechAktiv," a child-friendly interactive language learning media initiative developed in cooperation with Linguwerk GmbH, Dresden, and funded by the BMBF's SME innovative program from 2013-2015. Her research methodology combines theoretical analysis with practical implementation, as evidenced by publications ranging from mathematical analysis of chaotic systems to applied projects in music technology and image processing. Member of the Faculty Council at HTW Dresden Associated with the Communication Technology laboratory Active researcher with publications spanning over two decades Professor Kelber teaches courses in systems theory, signals and systems, audio and video technology, signal coding, and digital image processing across multiple degree programs. She offers both traditional classroom instruction and distance learning options through the Bildungsportal Sachsen (OPAL) platform, demonstrating adaptability to different educational delivery methods and commitment to accessible education.

Markus Tönjesمشاهده پروفایل

پژوهشگر

• Linguistics
• Phonetics
• Phonology
• +۱۰ مورد دیگر

Dr. Markus Tönjes is a Researcher at the Department of German Philology, University of Göttingen, where he has served as Head of Department Administration since 2020. His career spans roles as an Analyst/Linguist in IT, Research Assistant in psycholinguistics, and contributor to DFG-funded projects on language acquisition in hearing-impaired children and language in dementia. PhD (2012) in German Linguistics, focusing on reference in dementia patients. Magister Artium (2006) in German Language and Literature, Communications Research, and Phonetics. His research integrates Linguistics with Artificial Intelligence , emphasizing formal semantics and NLP . He explores phonology , morphology , and syntax in hearing-impaired children, language and dementia , and empirical methods . His publications and lectures highlight interdisciplinary work with Star Trek linguistics and forensic authorship analysis . Recent publications and presentations focus on phonological processes , orthographic norms , language in aging , and cross-linguistic syntax . He supervises BA and MA theses on topics like Kiezdeutsch , orthographic competence , and aphasia , reflecting his broad methodology in empirical linguistics. Key supervised works: Lara Meyer (2023): "Prototypical Sprecher des Kurzdeutschen?" Laura Gleixner (2023): "Bilingualism and Cognitive Reserve" Anna Katharina Baumgartl (2024): "Aphasie: Schweigen oder Leben"

Alexandra Ritterمشاهده پروفایل

پژوهشگر

• Empirical Reception Research
• Children's and Youth Literature
• Literary Didactics in Inclusive Learning Settings
• +۴ مورد دیگر

Dr. Alexandra Ritter is a Researcher at the Martin Luther University Halle/Wittenberg, affiliated with the Faculty of Philosophy III/Educational Sciences and the Institute for School Pedagogy and Primary School Didactics. She has served as a research assistant since 2010, focusing on empirical reception studies, children's and youth literature, and literary didactics in inclusive learning environments. Her work bridges digital and analog reading practices and emphasizes early childhood literacy. Dr. Ritter earned her PhD in 2014 with a study on children's picture book reception. She held a visiting professorship at the University of Rostock (2020) and Freie Universität Berlin (2024). Her research spans sustainability education through nonfiction picture books, collaborative writing techniques like ABC poems, and digital storytelling via apps. In recent publications, she explores themes such as poverty representation in picture books, identity formation through comics, and ecological narratives. Her projects include BMBF-funded studies on digital reading (2018-2020) and third-party grants on inclusive learning (2016-2018). She contributes to academic committees, editorial boards, and curriculum development for Saxony-Anhalt. Dr. Ritter received the 2004 Research Award for her state examination thesis. She actively collaborates with Prof. Michael Ritter, Dr. Stephanie Jentgens, and others, while serving as a reviewer for the Arbeitsgemeinschaft Jugendliteratur und Medien (AJuM) and contributing to international conferences on education and children's media.

• Early Childhood Education
• Play Pedagogy
• Resilience Research
• +۶ مورد دیگر

Professor Tanja Brandl-Götz serves as Professor of General Pedagogy with a focus on Early Childhood Education and Program Director for the Bachelor's program in Early Childhood Education at Protestant University of Applied Sciences Nuremberg. A member of the Social Science Institute for Research and Transfer (SWIFT), she brings over two decades of combined academic and practical experience in social pedagogy, having previously led the Fachakademie for Social Pedagogy Hensoltshöhe and coordinated the Familienzentrum Sonnenhof project. Her educational background includes a PhD in Philosophy from Friedrich-Alexander-Universität Erlangen-Nürnberg (2016), Diploma in Educational Sciences from Philipps-Universität Marburg (2007-2009), Diploma in Social Work from Evangelische Fachhochschule Nürnberg (2003-2007), and certification as a state-recognized educator (1998-2001). Additional qualifications include systemic counseling training (2016) and Social Business Administration studies (2007-2008). Brandl-Götz's research centers on early childhood education dynamics, with expertise in play pedagogy, resilience development, and qualitative social research methodologies. She investigates pedagogical processes through the lens of children's perspectives, examining how educational partnerships function during crises like the pandemic and addressing emerging issues such as gender diversity in childhood development. Her work consistently bridges theoretical frameworks with practical applications in kindergarten settings. Analysis of her 15 most recent publications (2011-2025) reveals evolving research trajectories: early work focused on foundational pedagogical theories and play-based learning, transitioning to resilience frameworks during the pandemic, and most recently addressing children's agency in educational design and gender diversity. The publications demonstrate strong interdisciplinary connections between educational theory, child psychology, and social policy implementation. Outstanding Teaching Award 2014 (recognized in Forum der Lehre proceedings) As Program Director, Brandl-Götz oversees curriculum development and student supervision for the Early Childhood Education program, emphasizing reflective practice and theory-practice integration. Her leadership in projects like the Familienzentrum Sonnenhof and 'Kita als sicherer Ort' safety initiative demonstrates successful grant acquisition and implementation. Current research focuses on participatory educational design informed by children's perspectives. Through her membership in SWIFT, Brandl-Götz contributes to interdisciplinary research transfer initiatives that connect academic scholarship with practical applications in social pedagogy and early childhood education settings across Bavaria.

Benjamin Uhlمشاهده پروفایل

استاد

• Language education in primary schools
• Literacy development and reading comprehension
• Transition from kindergarten to elementary school
• +۷ مورد دیگر

Prof. Dr. Benjamin Uhl serves as Head of the Language Education Department at the University of Koblenz's Institute of Primary School Education, where he holds a professorship focused on language education in primary schools. He also serves as a Professorial Senator in the university's Senate. His academic work bridges theoretical research and practical application in language education, with particular emphasis on transitions between educational stages and supporting diverse learners. Dr. Uhl's research focuses on critical areas of language education: Continuous language learning during transitions from kindergarten to elementary school Reading comprehension and support for students with learning disabilities Multilingualism in educational settings and urban environments Grammar instruction methodologies for primary school students Design-Based Research approaches connecting university research with classroom practice Early literacy acquisition and storytelling development in young children His recent publications reveal a strong trend toward practical applications of language education research, with particular emphasis on bridging the gap between theoretical knowledge and classroom practice. Dr. Uhl frequently employs Design-Based Research methodologies that involve direct collaboration with teachers and schools. His work demonstrates growing interest in digital learning tools, including AI applications in grammar instruction, and in understanding the linguistic landscapes of urban environments through projects like MehrKO. Dr. Uhl actively supervises master's theses through a dedicated colloquium that meets biweekly during semesters. He has guided numerous students through empirical research projects focused on language education, with particular emphasis on children's perspectives and practical applications. His teaching projects often involve collaboration with local schools, as seen in the Language Education Network and MehrKO projects. Among his significant research initiatives is the "Leseband-L" project, which addresses reading support for students with learning disabilities, and the "ProFis" project that examined language support strategies in inclusive kindergartens. He also contributes to professional development through workshops and collaborations with the Pädagogische Landeszentrum in Rhineland-Palatinate.

Bertram Opitzمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Learning and Memory
• Neurocognition
• +۳ مورد دیگر

Bertram Opitz serves as Professor of General Psychology at Medical School Brandenburg Theodor Fontane since September 1, 2022. He is based at the Neuruppin Campus (Am Alten Gymnasium 1-3, 16816 Neuruppin) where he leads research and teaching activities in the General Psychology department. Professor Opitz's research focuses on the neurocognitive foundations of learning and memory, feedback processing, and second language acquisition . His work bridges cognitive psychology with neuroscience, examining how the brain processes information during learning and adapts behavior based on feedback. He has published extensively on topics including error-related cognitive control mechanisms, neural binding in memory processes, and sequence prediction in both typical and developmental disorder contexts. His recent publications (2010-2021) demonstrate a consistent focus on cognitive neuroscience approaches to understanding learning mechanisms. Key themes across his work include the interplay between rule-based and similarity-based learning systems, hippocampal contributions to memory function, and the neural mechanisms underlying behavioral adaptation following errors. Professor Opitz teaches General Psychology, Biological Psychology, and Cognitive Neuroscience courses, reflecting his expertise at the intersection of psychological theory and neuroscientific principles. His educational philosophy appears aligned with his research interests, emphasizing the brain's capacity for self-examination as reflected in his quote: 'The human brain is the only thing that wants to explain itself.' Students and collaborators can contact Professor Opitz via email at bertram.opitz@mhb-fontane.de or by phone at +49 3391 39-14600 for research opportunities and academic inquiries.

Katharina Brizićمشاهده پروفایل

استاد

• Sociolinguistics
• Multilingualism Research
• Migration Studies
• +۷ مورد دیگر

Prof. Dr. Katharina Brizić is a Professor of Multilingualism Research at Albert-Ludwigs-University Freiburg, affiliated with the German Linguistics department. Her research examines sociolinguistic aspects of migration, educational inequality, and forced displacement, with particular focus on Kurdish, Romani, and multilingual communities. She leads research on language diversity in educational contexts and trauma narratives of displaced populations. Her core research interests include: Sociolinguistics of migration and multilingual societies Educational inequality in multilingual contexts Language acquisition in forced migration contexts Kurdish and Romani language studies Teacher education for multilingual classrooms Trauma narratives and voice in displaced communities Brizić's extensive publication record demonstrates consistent focus on multilingualism, social justice, and educational equity. Her recent works explore ethical research methodologies with displaced populations, multilingual pedagogies for marginalized communities, and institutional responses to linguistic diversity. Publications consistently integrate interdisciplinary approaches combining linguistics, education, and migration studies.

Gregor Wiedemannمشاهده پروفایل

پژوهشگر

• Natural Language Processing
• Text Mining
• Computational Social Science
• +۵ مورد دیگر

Dr. Gregor Wiedemann serves as a Senior Researcher in Computational Social Science at the Leibniz Institute for Media Research (Hans Bredow Institute) since September 2020, co-heading the Media Research Methods Lab (MRML) with Sascha Hölig. His work bridges computer science and social sciences through methodological innovation in empirical media research. Wiedemann holds a doctorate in computer science from Leipzig University (2016), where his dissertation focused on automating discourse analysis using text mining and machine learning. His educational background combines political science and computer science studies at Leipzig University and the University of Miami, followed by postdoctoral work in Language Technology at the University of Hamburg under Prof. Chris Biemann. His research centers on natural language processing and text mining applications for social and media analysis, with significant contributions in hate speech detection, argument mining, and cross-platform misinformation tracking. Recent work demonstrates a strategic shift toward building research infrastructures for sensitive data handling, including the Community Data Trust model for extremism research and the Social Media Observatory open-science platform. His methodology development specifically targets unsupervised information extraction from large document corpora to support investigative journalism and social science inquiry. Wiedemann's publication trends reveal deepening specialization in computational infrastructure development, with 7 of his 11 most recent works (2024-2025) focusing on data trust frameworks, cross-platform methodologies, and AI-driven analysis systems. His projects consistently intersect computational linguistics with pressing social issues including election integrity, climate discourse, and child safety in digital spaces. He has secured major funding through the German Research Foundation (DFG) for the FAME project on argument mining and evaluation, and leads collaborative initiatives including NOTORIOUS (mis- and disinformation tracking) and ComAI (communicative AI impact studies). His work with state media authorities on family influencing content demonstrates applied policy relevance. As co-director of the Media Research Methods Lab, Wiedemann oversees a dynamic team developing cutting-edge computational approaches for media analysis. The lab functions as an interdisciplinary hub connecting computer scientists with social researchers, with current projects spanning TikTok political campaigning analysis, right-wing extremism data infrastructure, and ethical AI applications in public discourse monitoring.

Nicola Ferdinandمشاهده پروفایل

استاد

• Cognitive Development
• Error Processing
• Feedback Processing
• +۴ مورد دیگر

Prof. Dr. Nicola Ferdinand serves as a Professor and Chair holder at the University of Wuppertal, leading research in neurocognitive development and behavioral regulation. Her laboratory investigates cognitive functions across the human lifespan with particular emphasis on error processing, executive control mechanisms, and learning systems. Her research program centers on developmental trajectories of cognitive functions from childhood through aging, examining how motivational states and emotional contexts modulate learning and memory processes. Key investigations include neurophysiological correlates of feedback processing using ERP methodologies, implicit versus explicit knowledge acquisition, and social-emotional influences on decision-making. Her work bridges basic cognitive neuroscience with practical applications in educational and clinical settings, particularly regarding ADHD interventions and age-related cognitive changes. Analysis of her publication record (2012-2025) reveals consistent focus on feedback processing mechanisms across developmental stages, with increasing emphasis on social factors in adolescence and aging populations. Methodologically, she integrates behavioral paradigms with electrophysiological measures to dissect cognitive control components, demonstrating how emotional valence modulates learning efficiency particularly in challenging contexts. While specific grant details aren't provided in the source material, her extensive collaborative network is evident through multi-institutional publications. She maintains an active laboratory team at the University of Wuppertal focused on lifespan cognitive development, with current projects examining social exclusion effects on adolescent risk-taking and neurocognitive markers of subjective cognitive decline in healthy aging.