جستجوی استاد راهنمای دانشگاهی

• Children's Schooling Experiences
• Learning and Pedagogy
• Social Justice in Education
• +۷ مورد دیگر

Eleanore Hargreaves is Professor of Learning and Pedagogy in the Curriculum, Pedagogy and Assessment Department at the UCL Institute of Education, University College London. She has held this position from September 2020 to August 2031 and also serves as Academic Head of Research for the Department from September 2020 to September 2027. Her work spans international educational contexts with significant experience in Egypt, Iraq, Lebanon, Jordan, Palestine, Qatar, Pakistan, and Hong Kong. Her educational background includes: PhD from the Institute of Education (1995-1999) Postgraduate Certificate in Education (PGCE) from West London Institute of Education (1983-1984) She is multilingual, with proficiency in Arabic, French, and German. Hargreaves' research focuses on children's own expressions of their schooling experiences, with particular attention to social justice, wellbeing, and teacher professional development. Methodologically, she is an expert in Life History approaches and has developed innovative child-appropriate data collection methods. Her work draws on Nancy Fraser's social justice framework and has resulted in significant empirical projects including CLASS (Climate Change and Sustainable Development education in Egypt), CLIPS (Children's Life-histories In Primary Schools), and ELTRA (English Language Teaching Research Awards). Her publication record shows a consistent focus on primary education, children's voices, and social justice. Recent work has increasingly addressed climate change education, refugee education, and the experiences of marginalized students. Her research methodology emphasizes qualitative approaches that portray children as whole human beings, with a particular emphasis on longitudinal life-history methods. Her scientific contributions include: British Academy-funded CLASS project on girls' climate change education in Egyptian primary schools Five-year CLIPS longitudinal study on children struggling with math and English British Council-funded ELTRA projects on English language teaching in Egypt As Academic Head of Research for the Department of Curriculum, Pedagogy and Assessment, she coordinates research activities and networks, including the 'SIT WITH THE EDITOR' series that helps academics navigate publishing in international journals, with particular attention to challenges faced by scholars from the Middle East and North Africa.

Laura R. Mentمشاهده پروفایل

استاد

• Neonatal Brain Injury
• Pediatric Neurology
• Developmental Delays
• +۵ مورد دیگر

Laura R. Ment, MD, is a Professor of Pediatrics (Neurology) and Associate Dean for Admissions and Financial Aid at Yale School of Medicine . She specializes in neonatal brain injuries and neurological conditions in infants, including intraventricular hemorrhage , periventricular white matter injury , and epilepsy . Her research focuses on the adaptive mechanisms of the developing brain , utilizing advanced MRI techniques and molecular technologies to identify biomarkers for brain maturation. Education : MD, Tufts University School of Medicine (1973) Pediatrics & Pediatric Neurology Training, Massachusetts General Hospital (1974–1979) Research Interests : Dr. Ment leads studies on neonatal brain injury , neurodevelopmental sequelae of preterm birth , and genetic mechanisms in developmental disorders . She pioneered multicenter trials on prevention of preterm brain injury and neural connectivity in preterm infants . Scientific Awards : Leah Lowenstein Award (2009) Norman Siegal Award (2023) Leadership & Grants : As a former member of the NIH/NINDS Council and Chair of its Clinical Trial Subcommittee, she has driven national research priorities. She currently oversees the START Program at Yale and serves as a sub-investigator for the Genomic Basis of Neurodevelopmental and Brain Outcomes in Congenital Heart Disease trial (HIC ID 2000020449).

Leslie M Babinskiمشاهده پروفایل

استاد پژوهش

• Education Policy
• Child Development
• Teacher Professional Development
• +۶ مورد دیگر

Leslie M Babinski is a Research Professor at Duke University's Sanford School of Public Policy and Department of Psychology and Neuroscience. She directs the Duke School Research Partnership and holds an affiliate position at Duke's Center for Child and Family Policy. Education: Ph.D. in Education, University of California, Berkeley (1993) M.A. in Education, University of California, Berkeley (1988) B.S. in Psychology, University of Scranton (1985) Her research focuses on teacher professional development for English learners, collaboration between ESL and classroom teachers, cultural wealth frameworks, and self-regulation interventions in middle schools. She has led multiple IES-funded studies including the Targeted Reading Intervention and Promoting Self-Regulation projects. Recent publications examine multilingual education strategies, ADHD developmental trajectories, and health curriculum impacts. Her work combines educational policy, neuroscience applications, and public health approaches to improve student outcomes. Key Grants: Efficacy of the DCCS Program (2018-2025) Promoting Self-Regulation (2017-2020) Neuroscience-Based Health Curriculum (2012-2016)

• Creativity and Innovation
• Negotiation and Decision Making
• Organizational Behavior
• +۴ مورد دیگر

Jeff Loewenstein is a Professor and Area Chair of Organizational Behavior/Business Law at the Gies College of Business, University of Illinois at Urbana-Champaign. He also holds a professorship in Biomedical and Translational Sciences and serves as a Faculty Scholar at the Center for Professional Responsibility in Business and Society. Loewenstein's research centers on creativity, negotiation, and analogical reasoning. His work explores how perspective shifts enhance creative idea recognition, how analogical encoding improves ethical decision-making, and the dynamics of negotiation processes. His research fingerprint reveals key areas including Creativity Assessment (100%), Plot Structure (92%), Analogical Encoding (78%), Knowledge Transfer (71%), Perspective Shift (65%), Negotiators (61%), and Negotiation Skills (52%). He has developed influential frameworks for understanding creativity evaluation and knowledge transfer in organizational contexts. His recent publications demonstrate consistent focus on creativity assessment processes, negotiation dynamics, and ethical decision-making. Notable works include 'My Department or My Company?' (2024), which examines identity configurations in organizations; 'Hidden costs of text-based electronic communication' (2022), which investigates communication media effects; and 'Analogical Encoding Fosters Ethical Decision Making' (2021), which has received significant scholarly attention with 36 citation indexes. Creativity Assessment (100%) Plot Structure (92%) Analogical Encoding (78%) Knowledge Transfer (71%) Perspective Shift (65%) Loewenstein teaches courses including BADM 314 - Leading Negotiations, BADM 508 - Leadership and Teams, BADM 588 - Business Practice Immersion, BADM 590 - Negotiations, and MBA 552 - Fostering Creative Thinking. His teaching emphasizes practical applications of negotiation strategies, leadership development, and creative problem-solving techniques. His scholarly output includes 47 research publications with significant impact across organizational behavior, psychology, and business ethics domains.

• Early Childhood Education
• STEM Education
• Science and Technology Education
• +۳ مورد دیگر

Ali İbrahim Can GÖZÜM serves as an Associate Professor in the Department of Preschool Education at Kafkas University's Dede Korkut Faculty of Education. With dual doctoral degrees in Preschool Education from Gazi University and Science Education from Ondokuz Mayıs University, he specializes in early childhood science and technology education. His academic journey includes progressive appointments from Research Assistant (2013) to Associate Professor (2022), alongside administrative roles including Dean Assistant and Career Center Director. His research focuses on early childhood STEM education , digital game mediation , and cognitive development , reflected in over 90 publications with significant international impact (Google Scholar h-index: 18). Current projects examine flipped classroom models in language education and nature-based learning environments. His editorial leadership includes Editor-in-Chief of e-Kafkas Journal of Educational Research and Associate Editor for Frontiers in Education 's STEM section. Notable scientific recognition includes TUBITAK's Publication Incentive Award. His advising includes master's theses on self-regulation and number sense development. Active in professional development, he conducts workshops on digital parenting and AI libraries, demonstrating commitment to bridging research with practical educational applications.

Nicole Ineese-Nashمشاهده پروفایل

استادیار

• Indigenous children, youth, and communities
• Land-based educational research
• Early childhood education and care
• +۶ مورد دیگر

Nicole Ineese-Nash (she/her) is an Assistant Professor at Toronto Metropolitan University holding dual appointments in the School of Early Childhood Studies and School of Child and Youth Care. She is an Oji-Cree educator and researcher from Constance Lake First Nation in Treaty 9 territory, currently residing in Tkaronto. As academic coordinator of the Indigenous Child and Youth Engagement Certificate at the Chang School of Continuing Education, she bridges community and academic work through her national non-profit Finding Our Power Together , which provides mental health resources to Indigenous communities across Canada. Her educational background includes an MA in Early Childhood Studies and a PhD in Social Justice Education, specializing in Indigenous Health, Disability, and Education. These qualifications ground her community-centered approach to research and teaching. In her research, Ineese-Nash centers Indigenous knowledge systems through land-based educational research, critical disability studies, and participatory action methodologies. Her work consistently challenges colonial frameworks in early childhood education and mental health services, emphasizing Indigenous self-determination and resurgence. Key themes include decolonizing disability conceptualizations, Anishinaabe relational ontologies, and culturally grounded mental health interventions for youth. Her publication trends (2017-2022) reveal a cohesive trajectory: early work established foundations in Indigenous disability studies, evolving into land-based pedagogical frameworks and community-led mental health responses, particularly during the pandemic. The research consistently intersects Indigenous methodologies with critical analyses of settler-colonial policy across early childhood, disability, and mental health domains. Scientific recognition includes: Board of Governors Leadership Award and Medal (2017) Gold Medal, Faculty of Community Services (2017) Through Finding Our Power Together and research projects like Land Forward and the Inclusive Early Childhood Service System Project (as Co-Principal Investigator), she develops community-driven grants and initiatives. Her teaching portfolio—including courses on Indigenous Early Learning and Advocacy in Child and Youth Care—directly informs her community engagement, with Wildflower Music representing her creative knowledge mobilization. Current work focuses on designing future land relations and expanding mental health resources through national Indigenous networks. She leads the Finding Our Power Together initiative as executive director, while research projects like Land Forward: Designing for Future Relations to Land involve community-university partnerships focused on land-based educational design. These efforts operate through collaborative teams integrating Elders, knowledge keepers, youth, and community practitioners across multiple Indigenous nations.

• Behavioral Sciences
• Psychology
• Applied Behavioral Analysis
• +۳ مورد دیگر

Sigmund Eldevik is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Health Sciences and the Institute for Behavioral Sciences. His research focuses on applied and experimental behavioral analysis in clinical practice, particularly for children with autism spectrum disorder. Key areas: Early Intensive Behavioral Intervention (EIBI), social referencing, conditional discrimination training, and seizure-like behavior assessment. Recent work evaluates stress in parents of autistic children, telehealth supervision methods, and outcome measures for EIBI. He collaborates extensively with researchers like Svein Eikeseth and Børge Strømgren, contributing to journals such as Advances in Neurodevelopmental Disorders and Behavioral Interventions . His publications highlight innovations in behavioral intervention techniques and tool validation for clinical use.

• First Language Acquisition
• Developmental Language Disorder (DLD)
• Second Language Acquisition
• +۵ مورد دیگر

Dr. Elena Tribushinina is an Associate Professor at Utrecht University's Department of Languages, Literature and Communication , affiliated with the Institute for Language Sciences . Her expertise spans Child Multilingualism , Developmental Language Disorders , and Foreign Language Pedagogy , with a focus on educational interventions and cognitive mechanisms in language acquisition. Research Themes : Language Acquisition, Processing, and Disorders; Dynamics of Youth (DoY). Teaching : Courses in English Language and Culture (BA/MA), Multilingualism, and Topics in Language Acquisition. Her research investigates how bilingualism and language disorders interact in foreign language learning, using eye-tracking and intervention studies to differentiate between bilingual and DLD profiles. Recent projects include CodeTaal App for DLD children and support for Ukrainian refugee pupils. Key publication trends (2022–2025) reveal a focus on bilingual advantages , cross-linguistic transfer , connectives in discourse , and explicit instruction strategies for learners with DLD or dyslexia. She collaborates with institutions in Alberta , Antwerp , and Russia . She leads the research group Language Acquisition, Processing and Disorders and serves as Associate Editor for the Journal of Child Language . Her methodological toolkit includes eye-tracking , longitudinal studies , and meta-analyses of pedagogical interventions.

• Educational Psychology
• Student Motivation
• Self-Determination Theory
• +۴ مورد دیگر

Dr. Barbara Flunger is an Assistant Professor at Utrecht University’s Faculty of Social and Behavioural Sciences , specializing in Educational Psychology . Her research focuses on improving student motivation and learning behavior through advanced statistical modeling and self-determination theory, particularly examining autonomy support, socioeconomic factors, and homework dynamics. She has led projects funded by the PhD Fund of Utrecht University and the Stimuleringsbeurs Rijksoverheid . Key Projects 2022–Present: Role of autonomy regulation in self-directed learning 2024–Present: 'Making homework work: Generating vlogs as learning strategy' Research Themes : Student motivation and self-determination theory Homework behavior and learning types Socioeconomic background impacts on education Collaborative learning environments Scientific Contributions : Developed classification systems for teacher motivational behaviors Advanced Bayesian and latent profile analyses in educational contexts Published extensively on autonomy support and homework interventions Teaching : Involved in Master’s programs for Educational Sciences, teaching research methods, assessment design, and integrative practical courses.

Peter Andersonمشاهده پروفایل

استاد

• Twentieth-Century Spanish History
• Spanish Civil War
• Francoism
• +۴ مورد دیگر

Professor Peter Anderson is a British academic specializing in Twentieth-Century Spanish History at the University of Leeds , where he has worked since 2012. He served as Deputy Head of School (2021-2022) and co-directs the Centre for the History of Ibero-America . His research spans topics such as the Spanish Civil War , Francoist child removal policies , and post-war humanitarian crises . His academic journey includes a PhD in Modern History from Royal Holloway, University of London and a British Academy Postdoctoral Fellowship at the London School of Economics . He has been recognized as a Royal Historical Society member and a British Academy Mid-Career Fellow . Anderson’s publications, such as The Age of Mass Child Removal in Spain (2021) and Franco’s Famine (2021), analyze state violence, child removal, and famine policies. His work often challenges dominant historical narratives by highlighting grassroots complicity and marginalized voices. Key themes include the intersection of state authority , human rights , and international responses to Francoist policies. He has co-edited volumes like Mass Killings and Violence in Spain, 1936–1952 (2017), which re-examines the scale and social dynamics of Francoist repression, and Post-Imperial Perspectives on Indigenous Education (2022), focusing on educational equity in Japan and Australia. Scientific awards: British Academy Postdoctoral Fellowship British Academy Mid-Career Fellow He supervises PhD students including Joshua Newmark , Sophie Turbutt , and Ali Bassam Zahid . Anderson collaborates with organizations like the Instituto Cervantes and the Basque Children of ‘37 Association UK , contributing to public history initiatives and educational resources on anti-fascist movements.

Radosław Kaczanمشاهده پروفایل

استادیار

• Developmental Psychology
• Educational Psychology
• Diagnostic Tools Development
• +۵ مورد دیگر

Radosław Kaczan, Ph.D., Assistant Professor at SWPS University's Faculty of Psychology in Warsaw, specializes in developmental psychology with a focus on creating diagnostic tools for children and adolescents. His work addresses peer violence in schools through research and implementation of prevention programs like RESQL. He contributes to standardizing learning outcomes and collaborates with academic and professional organizations. Education: Ph.D. in Psychology His research spans developmental psychology, educational psychology, and inclusion studies. Key projects include the RESQL bullying prevention system and analyses of vocational education pathways. Awards highlight his innovative impact, particularly with RESQL's recognition as social innovation and Mazovia's Innovator. Recent publications reflect his expertise in early childhood assessment, working memory's role in learning, and identity formation challenges. He actively participates in academic conferences and collaborates with institutions like the Bullying Research Center (BRC). Teaching responsibilities include human development psychology courses. Scientific Awards: Genius Universitatis 2025 competition success Best Social Innovation (RESQL System) Innovator of Masovia (RESQL System) Positive Impact Startup 2022 by Leon Kozminski Academy Warsaw Booster'21 winner (RESQL System) Polish Science Gala 2022 award (RESQL System) PRom Association awards Dr. Kaczan's work integrates research on cognitive development, bullying prevention, and inclusive education policies. His lab collaborations, particularly with the Bullying Research Center, drive practical implementations nationwide. He remains engaged in advancing educational frameworks through both academic and applied research.

Nikki Fairchildمشاهده پروفایل

دانشیار

• Early Childhood Education and Care
• Posthumanism
• Feminist Materialism
• +۴ مورد دیگر

Dr. Nikki Fairchild is an Associate Professor in Creative Methodologies and Education at the University of Portsmouth's School of Education, Languages and Linguistics. She serves as the institutional lead for the Education Unit of Assessment in the REF2029 entry. Education: PhD in Early Childhood Education and Care (University of Southampton), MA in Education (University of Chichester), PG Cert in Higher Education, BSc in Biology (University of Nottingham). Research Areas: Critical feminist materialism, posthumanist theory, research-creation, and qualitative methodologies applied to early childhood education and care (ECEC). Her work explores place-space relationality, temporal disruptions, and more-than-human subjectivities. Her recent publications focus on posthumanist pedagogies, hauntological approaches to education, and innovative methods for qualitative inquiry. She co-founded the international CG Collective, which challenges traditional academic conference formats to reimagine knowledge production. Her book Place-Space Methodologies will expand these frameworks further. Scientific Awards: AERA International Travel Award (2019) AERA Qualitative Research SIG Outstanding Book Award (2023) Anna Craft Creativities in Education Prize (2020) Fairchild teaches on the Professional Doctorate in Education and leads modules on research proposal writing and dissemination. She is a Senior Fellow of the Higher Education Academy and contributes to the UN Sustainable Development Goal for Quality Education.

• Vocal Performance
• Music Education
• Ethics in Musical Theater
• +۴ مورد دیگر

Giedrius Prunskus is an Associate Professor at the Singing Department of the Music Academy within Vytautas Magnus University . His academic career spans research, supervision of graduate theses, and contributions to vocal pedagogy. Research Interests: Vocal performance, ethics in musical theater, choral singing, vocal hygiene, stage anxiety, and pedagogical methods. Key Article Trends: Focused on practical and ethical challenges in vocal arts, balancing technique with emotional and physiological factors, and adapting to post-pandemic performance realities. Supervised Theses: Examined topics like soprano vocal fatigue, self-assessment in performers, musical theater ethics, and attention techniques for preschool music education. Languages: Native Lithuanian, fluent in Polish and Italian, advanced German and Russian, basic French and Spanish. Professional Reach: ORCID 0000-0002-0894-9064; active in academic advising and research from 2020 to 2025.

Breanna Kruegerمشاهده پروفایل

دانشیار

• Speech Sound Disorders
• Speech Perception
• Child Language Development
• +۵ مورد دیگر

Dr. Breanna Krueger is an Associate Professor in the Division of Communication Disorders at the University of Wyoming , where she has been since earning her PhD in 2017. Her academic background includes two MA degrees in Speech-Language-Hearing Sciences and Linguistics from the University of Kansas, and a BA in Communication Sciences and Disorders from the University of Wyoming. Research Focus: Dr. Krueger specializes in improving treatment outcomes for children with speech sound disorders through: Investigating age-related treatment efficacy Developing clinical teaching methods for speech-language pathologists Enhancing understanding of children's speech perception mechanisms Exploring social impact of speech disorders Ultrasound visual biofeedback applications for speech therapy Publication Trends: Her research portfolio shows increasing focus on: Transgender voice communication software (2024) Home practice facilitation techniques (2024) Pediatric cancer speech services (2023) Preterm birth language impacts (2023) Advanced phonological assessment methods (2022) Scientific Recognition: Dr. Krueger has received significant funding including: NIH Grant (P20GM103432) for age-related treatment research ASHA Foundation research grant College of Health Sciences internal funding Laboratory & Outreach: She directs the PhUnderLab , actively engages with professional organizations including the American Speech-Language-Hearing Association (ASHA), and maintains a Twitter presence @phunderlab for research dissemination.

• ADHD and Behavior Disorders
• Anxiety Disorders
• Mood Disorders
• +۱۲ مورد دیگر

Khalid Afzal is an Associate Professor in the Department of Psychiatry and Behavioral Neuroscience-Child Psychiatry at the University of Chicago . His clinical practice focuses on ADHD, anxiety disorders, mood disorders, and somatic symptom disorders in pediatric populations. He specializes in cross-cultural psychiatry and family-based interventions for child mental health. Education: MBB.S. (1995) from Quaid-e-Azam University, Pakistan; Psychiatry Residency (2008) at Texas Tech University; Fellowship (2010) at University of Chicago. His research spans youth suicide prevention , cultural/psychosocial determinants of mental health , residency training innovations , and post-traumatic stress in pediatric oncology . Recent work includes adapting suicide-screening tools for Urdu speakers and analyzing trends in pediatric psychiatric interventions during the pandemic. Publications highlight collaborations with multidisciplinary teams across pediatrics, neurology, and medical education . Dr. Afzal has received multiple teaching awards (e.g., University of Chicago's Instructor of the Year, 2020-2021) and research accolades (e.g., Excellence in Research Award, 2007-2008). His work appears in journals like Psychosomatics , Clinical Practice in Pediatric Psychology , and BJPsych Open , with a focus on mental health equity and innovative clinical pathways .