جست‌وجوی استاد و پژوهشگر

• Operations Research
• Behavioral Economics
• Game Theory
• +۶ مورد دیگر

Ilkka Leppänen is an Assistant Professor (2nd term) at Aalto University's Department of Information and Service Management. His research focuses on behavioral operational research, game theory, and systems intelligence, with a particular emphasis on integrating psychophysiological methods to study decision-making processes in strategic interactions. Key research areas include emotional responses in negotiations, evolutionary stability of preferences in duopoly markets, and the application of systems thinking to complex organizational challenges. His work bridges theoretical models with empirical experiments, often employing psychophysiological measurements to understand human behavior in competitive and collaborative settings. Leppänen has contributed to advancements in behavioral OR through interdisciplinary studies, including the analysis of cooperation mechanisms in Stackelberg and Cournot games, as well as the design of educational platforms for operations management simulations. His research frequently addresses practical interventions to improve decision-making in real-world contexts. Notable collaborations include studies with Raimo P. Hämäläinen and Etiënne A.J.A. Rouwette, exploring topics such as strategic timing in duopolies and the impact of emotional states on economic interactions. His publications span prestigious journals like the European Journal of Operational Research and the Journal of Neuroscience, Psychology, and Economics.

Jamie Rankinمشاهده پروفایل

مدرس

• Second Language Acquisition
• Teacher Training
• Curriculum Development
• +۷ مورد دیگر

Jamie Rankin is a University Lecturer in the Department of German at Princeton University, where he specializes in second language acquisition, teacher training, and curriculum development. In 2015, he became the founding director of the Princeton Center for Language Study, promoting interdisciplinary collaboration and professional development across language programs. His research focuses on innovative approaches to language pedagogy, particularly in the areas of L2 reading, vocabulary acquisition, and classroom-based action research. He has developed digital tools for remote language instruction and co-authored key German language learning resources, including Handbuch zur deutschen Grammatik (6th edition) and the online textbook der|die|das , which integrates SLA principles into beginner-level instruction. Rankin's scholarly contributions have appeared in prominent journals such as Die Unterrichtspraxis and the Modern Language Journal . His publications reflect a consistent focus on practical, research-informed teaching strategies, interactive task design, and assessment methodologies in language classrooms. Scientific Awards: President’s Award for Excellence in Teaching, Princeton University (1996) He has actively contributed to professional development through workshops for the American Association of Teachers of German, covering topics such as interactive tasks and vocabulary acquisition. His leadership in digital pedagogy includes creating an interactive website to support language instructors during the pandemic. He has no listed grants, but his curriculum and digital resource development represent significant scholarly and instructional contributions. Jamie Rankin leads initiatives in language education innovation and supports a network of language instructors through the Princeton Center for Language Study, fostering research-based teaching practices across linguistic disciplines.

Paul Evansمشاهده پروفایل

دانشیار

• Educational Psychology
• Motivation
• Cognitive Load Theory
• +۳ مورد دیگر

Associate Professor Paul Evans holds a position in the School of Education at UNSW Sydney, specializing in Educational Psychology. His research focuses on motivation, instruction, and learning strategies in educational settings, with a particular emphasis on music education and cognitive load theory. He supervises a team of research students in the Cognitive Load and Motivation Lab and teaches across undergraduate and postgraduate programs. Paul's work integrates quantitative methodologies, including structural equation modeling and multilevel analysis, and he collaborates with over 20 international researchers. He serves on editorial boards for journals such as Journal of Research in Music Education and Educational Psychology . His educational background includes a PhD in Music Education from the University of Illinois at Urbana-Champaign, alongside master’s and bachelor’s degrees from the University of Western Australia and UNSW. His research spans theoretical and applied domains, addressing both foundational educational psychology principles and practical partnerships with schools and educational organizations. Paul’s teaching philosophy emphasizes student-centered approaches informed by his research on motivation and cognitive engagement. Current research students include Wei Sun, Yooie Choi, and others in the Cognitive Load and Motivation Lab. His past work includes studies on self-determination theory, deliberate practice, and music student well-being. Paul is actively involved in supervising doctoral candidates and contributing to the broader academic community through editorial and peer-review roles.

Peter Hertkornمشاهده پروفایل

استاد

• Model-Driven Software Development
• Domain-Specific Languages
• DevOps Automation
• +۲ مورد دیگر

Prof. Peter Hertkorn is a full professor of Computer Science at Reutlingen University's Faculty of Computer Science, specializing in programming languages and databases. He holds leadership roles including Chair of the Examination Board for Media and Communication Informatics B.Sc. and BAföG Officer for the same program. His research focuses on model-driven software development, domain-specific languages, DevOps automation, interactive learning technologies, and distributed ledger technologies. He co-leads the Software Engineering and User Experience (swuxLAB) and Distributed Ledger Technologies (DLT-LAB) research groups. Education background includes a Diplom-Informatiker (master's equivalent) and Dr.-Ing. (PhD) from University of Stuttgart. Professional experience includes 5 years at T-Systems International GmbH and prior academic roles at University of Stuttgart. His teaching focuses on Software Engineering and Database Systems courses. Publications span interactive learning environments, collaborative innovation systems, and AR-based knowledge spaces. Active in academic service roles and interdisciplinary research collaborations since 2009.

• Teacher Training
• Didactics of Experimental Sciences
• Environmental Education
• +۱۲ مورد دیگر

Desamparados Hurtado Soler is a Senior Lecturer at the Faculty of Teacher Training, University of Valencia, where she is affiliated with the Department of Experimental A in the area of Didactics of Experimental Sciences. She is actively involved in educational research, particularly in teacher training, interdisciplinary learning, and the integration of soundscapes and school gardens as pedagogical tools. She is a member of two research groups: iMUSED (Investigating Music Education) and 'didacies' (Research group in science education and science teacher training). Her research interests focus on innovative educational practices, including the use of virtual and augmented reality, digital competencies, environmental education, and emotional and social development in teaching. She explores how soundscapes, music, and multisensory experiences can enhance learning across disciplines, especially in science and arts education. Her work emphasizes sustainability, gender equality, and interdisciplinary approaches in teacher training. Her recent publications (2023–2025) demonstrate a strong trend in using sound and visual landscapes, school gardens, and digital tools to foster competence development in pre-service teachers. Themes include auditory analysis, emotional identification, environmental awareness, and digital innovation in education. Her research bridges science, music, and technology, promoting holistic and experiential learning. She has contributed to numerous educational innovation projects, such as the 'Paiso' and 'L’Hort-Ieducarts' initiatives, which integrate real-world contexts into teacher education. These projects focus on sustainability, community involvement, and interdisciplinary curriculum design.

Constance Liمشاهده پروفایل

استادیار

• Financial Accounting
• Information Systems
• Auditing
• +۵ مورد دیگر

Dr. Constance Li is an Assistant Professor in the Department of Accounting, Finance, and Economics at the University of Nebraska at Kearney, College of Business and Technology. She holds a Ph.D. in Accounting from Florida Atlantic University and brings extensive professional experience from both China and the United States into her teaching and research. Ph.D., Accounting – Florida Atlantic University, Boca Raton M.S., Accounting – California State University, Los Angeles B.A., Business Administration – East China Normal University Her research focuses on the intersection of financial accounting and information systems, particularly in areas such as cybersecurity breaches, auditor-client contracting, and information processing efficiency. She explores how business strategies and market competition influence accounting practices and audit outcomes. Her work has been published in reputable journals including the Journal of Information Systems and Advances in Accounting . The recent publications reflect a strong trend in integrating technological risks with traditional accounting frameworks, emphasizing the evolving challenges in financial reporting and auditing in the digital age. Her work bridges theoretical accounting models with real-world applications in cybersecurity and competitive markets. Dr. Li is a member of the American Accounting Association (AAA) and the California Society of CPAs (CalCPA), reflecting her professional engagement and commitment to the accounting field. She mentors students by fostering a collaborative and respectful classroom environment, drawing from her international experience and multilingual background. While no formal advisees are listed, she emphasizes student development, openness, and trust in her pedagogy. She has not received any explicitly mentioned grants or scientific awards in the provided text. Her research contributes to academic and professional discourse in accounting, particularly in adapting traditional frameworks to modern technological and competitive landscapes.

Dana Vauxمشاهده پروفایل

دانشیار

• Interior Design
• Product Design
• Design Pedagogy
• +۶ مورد دیگر

Dana Vaux is an Associate Professor in the Department of Industrial Technology at the University of Nebraska at Kearney, within the College of Business & Technology. She specializes in Interior and Product Design, with a strong emphasis on interdisciplinary research connecting people and environments. Education: Ph.D., Interdisciplinary: Architecture, Design, Environmental History – Washington State University M.A., Interior Design – Washington State University B.A., Interior Design – Washington State University Her research focuses on the intersection of culture, history, and the built environment. Key areas include place theory , design pedagogy , and the cultural-historical meanings of interior spaces . Dr. Vaux explores how interiors shape human experience and identity, integrating environmental history and ethical considerations into design practice. The 15 most recent publications reflect a consistent trajectory in interdisciplinary design research , spanning ethics, pedagogy, sustainability, and cultural identity. Her work bridges architecture, interior design, and environmental psychology, often emphasizing qualitative and historical methodologies. Themes of human well-being , historical continuity , and educational innovation recur across her scholarship. Scientific Awards: 2022 Midwest Regional Best of Award for Scholarship of Teaching and Learning-Pedagogy (IDEC) 2021 Midwest Regional Best of Award for Scholarship of Design Research-History and Theory (IDEC) 2019 Best Paper in Family Studies/Human Development (AAFCS) 2021-2022 College of Business & Technology Outstanding Faculty Award: Scholarship Dr. Vaux is an active researcher and educator, contributing significantly to design scholarship and pedagogy. She has co-authored influential books used in classrooms and published in top journals. While specific grant details are not listed, her sustained output and recognition suggest successful funding and institutional support. She mentors future designers through curriculum development and research integration in teaching, emphasizing the importance of research for ethical and effective design. Though no formal lab or research team name is mentioned, her interdisciplinary approach suggests collaboration across departments, particularly in architecture, environmental studies, and family sciences. Her work continues to influence both academic and professional practices in interior design.

Hayriye Kayi-Aydarمشاهده پروفایل

استاد

• Critical Applied Linguistics
• TESOL Teacher Education
• Positioning Theory
• +۱۱ مورد دیگر

Hayriye Kayi-Aydar is a Professor in the Department of English at the University of Arizona, affiliated with the College of Social and Behavioral Sciences. She teaches undergraduate and graduate courses in English as a Second Language (ESL) and Applied Linguistics, serving students in the MAESL and SLAT PhD programs. Her research lies at the intersection of critical applied linguistics, TESOL teacher education, and poststructural second language acquisition, with a strong emphasis on positioning theory , discourse analysis , and narrative inquiry . Key themes in her work include language teacher identity , agency , power dynamics , and membership negotiation in classroom and professional contexts. She investigates how racial and ethnic identities influence the professional identity construction of language teachers, particularly through narrative case studies and discourse analysis. Her recent publications reveal a consistent focus on teacher agency, identity negotiation, and equity in educational spaces. She explores how pre-service and in-service teachers navigate conflicting pedagogies, institutional constraints, and social positioning. Her work bridges theory and practice, contributing to both academic discourse and teacher development. Scientific Awards: No scientific awards mentioned in the provided text. Advising and Grants: While the text does not list any specific advisees or grant funding, her role as a professor in a PhD program (SLAT) strongly suggests she advises doctoral students. Her extensive publication record and editorial roles indicate active research engagement, likely supported by external or internal funding, though no grants are explicitly mentioned. Labs and Research Teams: There is no mention of specific research labs, centers, or collaborative teams in the provided text. However, her co-authored publications and edited volumes suggest collaboration with scholars in applied linguistics and teacher education.

• STEM Education
• Project-Based Learning
• Computational Thinking
• +۷ مورد دیگر

Samuel Severance is an Assistant Professor in the Center for Science Teaching & Learning (CSTL) at Northern Arizona University (NAU), where he contributes to STEM education research and teacher development. His work is centered on improving science and computational thinking instruction through project-based learning and research-practice partnerships. His research interests include: Project-Based Learning (PBL) Computational Thinking (CT) in K-12 education Equity and inclusion in STEM Teacher learning and professional development Curriculum design aligned with NGSS Multilingual and culturally diverse learners His recent publications reflect a strong focus on integrating making, computing, and cultural relevance into science education. He emphasizes design principles for equitable access and has contributed to major educational frameworks and encyclopedias. His work is frequently published in leading venues such as Studies in Science Education and the International Conference of the Learning Sciences . Notable scientific contributions include: Advancing PBL and NGSS alignment Designing CT instruction for multilingual learners Strengthening research-practice partnerships in teacher education Centering cultural assets in STEM for immigrant communities While no formal list of awards is provided, his high-impact publications and collaborations suggest recognition in the learning sciences community. He is actively involved in mentoring and likely advises graduate students, though specific names are not listed. His research is supported through collaborative grants and partnerships focused on improving STEM teaching and learning in diverse contexts. Samuel Severance is affiliated with research networks focused on learning sciences and computational thinking, collaborating with leading scholars such as Joseph Krajcik and Emily Miller. His work is part of a broader effort to transform science education through innovation, equity, and practical application.

Kelly C. Johnstonمشاهده پروفایل

دانشیار

• Literacy Studies
• Critical Literacies
• Sociomaterial Approaches to Literacy
• +۳ مورد دیگر

Dr. Kelly C. Johnston is an Associate Professor at the School of Education, Baylor University. She teaches undergraduate and graduate courses in the Department of Curriculum & Instruction, focusing on literacy pedagogy, critical literacies, and equity in education. Her research explores literacy engagement in underserved communities, integrating literacy with physical activity and sociomaterial frameworks. Literacy in schools and communities Critical literacies Sociomaterial approaches to literacy Affective literacy engagement Literacy across content areas Equitable education practices Dr. Johnston’s recent publications analyze inquiry-based learning, global literacies, and affective responses to literacy practices. She has received multiple awards for her scholarship, including the 2022 Innovation in Teaching and Learning Award. Innovation in Teaching and Learning Award (2022) John Laska Dissertation Award in Teaching (2020) Emerging Scholar Fellowship Award (2019) Timothy & Cynthia Shanahan Outstanding Dissertation Finalist (2019) Previously, she taught at Teachers College, Columbia University, and The City College of New York while serving as a research fellow at Teachers College. She holds a doctorate in Curriculum and Teaching from Teachers College, Columbia University (2018).

Timo Ehmkeمشاهده پروفایل

استاد

• Educational science
• Empirical educational research
• Teacher education
• +۵ مورد دیگر

Prof. Dr. Timo Ehmke is Full Professor and holder of the Professorship for Educational Research, in particular Empirical Educational Sciences at Leuphana University of Lüneburg . He leads an extensive research program centered on empirical educational science, teacher education, assessment, and mathematics education. Research Interests Design and evaluation of evidence-based teacher-training programs, especially in mathematics Adaptive learning support and competency-oriented instruction Impact of linguistic complexity on student performance in realistic mathematical tasks Assessment instruments for inclusive subject teaching and second-language learners Large-scale educational studies (TIMSS, NEPS) and comparative measurement of competencies Research Output & Impact Across 183 peer-reviewed publications, Prof. Ehmke’s work reveals a consistent focus on translating empirical findings into practical tools for teachers. His recent articles explore how linguistic demands affect mathematical problem-solving and how adaptive instructional strategies can close achievement gaps. The research integrates psychometrics, educational psychology, and subject-didactics to inform both policy and classroom practice. Awards & Distinctions Leuphana Transfer Award 2023 – Recognised for outstanding knowledge transfer from research to educational practice. Projects & Funding Prof. Ehmke has coordinated or co-coordinated 17 major projects since 2011, securing funding from the German Federal Ministry of Education and Research (BMBF) and the German Research Foundation (DFG) . Flagship initiatives include: LERN-IF (2021-2026): Learning-process diagnostics and feedback in inclusive subject teaching (BMBF) Effects and Interaction of Linguistic and Subject-Specific Requirements (2019-2023, DFG) Boundary-Crossing II : Transdisciplinary evaluation framework for teacher-education collaborations (BMBF) Leuphana Teacher Training 2020 : Concept development for future-oriented teacher education (BMBF) DaZKom-Video : Performance-oriented assessment of German-as-a-second-language competency among pre-service teachers (BMBF) Laboratories & Teams He heads an active research team embedded within Leuphana’s research focus on education and participates in university-wide teacher-education networks, fostering collaboration between educational researchers, subject didacticians, and school practitioners.

Don Carterمشاهده پروفایل

دانشیار

• English education
• Curriculum design
• Curriculum history
• +۷ مورد دیگر

Don Carter is an Associate Professor in the School of International Studies and Education at the University of Technology Sydney (UTS), Faculty of Arts and Social Sciences. He holds a PhD from the University of Sydney and has a distinguished career spanning academic, policy, and classroom roles in English education. His educational background includes a PhD from the University of Sydney, a Master of Education (Honours) from the University of Wollongong, a Master of Education from the University of Sydney, a Diploma in Education from the University of New South Wales, and a Bachelor of Arts from the same institution. Dr Carter's research is centered on English education, with a strong focus on writing pedagogies, curriculum design and history, standardized testing (especially NAPLAN), spelling instruction, and the influence of Romanticism on educational practices. He investigates how curriculum is developed and implemented, particularly the general capabilities in primary schools and the impact of high-stakes testing on teachers and students. His work often applies theoretical frameworks, such as Biesta’s three functions of education, to analyze policy documents like the Melbourne Declaration. His recent publications reveal a strong trend in curriculum evaluation, teacher education, and educational policy. His research spans from practical classroom pedagogy to high-level policy analysis, with a consistent emphasis on teacher voice, workload, and professional identity. He frequently collaborates with colleagues like Jackie Manuel and Jennifer Yoo, and his work has significant impact in Australia and internationally, particularly in the areas of outcomes-based education in Indonesia and teacher shortages in NSW. Scientific Awards: No specific awards are mentioned in the provided text. Dr Carter has successfully supervised research students and secured competitive grants, including funding from the Australian Teacher Education Association and the Australia-Korea Foundation. His funded projects cover topics such as career change student teachers, the K-2 Literacy and Numeracy Action Plan evaluation, and best practices in online arts learning post-pandemic. He is an active member of the academic community, serving as a peer reviewer for journals like Australian Journal of Language and Literacy and Educational Philosophy and Theory . He is also a sought-after media commentator, appearing on ABC and in major print publications to discuss contemporary educational issues. He leads and contributes to significant research projects and collaborative initiatives within the UTS School of International Studies and Education, focusing on teacher development, curriculum innovation, and educational equity.

• Services Marketing
• Consumer Wellbeing
• Perceived Innovativeness
• +۲ مورد دیگر

Lola C. Duque serves as a Professor in the Department of Business Economics within the School of Business at Carlos III University of Madrid (UC3M). Her institutional affiliation is deeply integrated with the university's research initiatives, particularly through her leadership role in the Institute for the Development of Enterprises and Markets (INDEM). She maintains an active presence in both academic and research communities as evidenced by her continuous publication record and Google Scholar profile. Her educational foundation includes: PhD in Business Studies (Cum Laude, University of Barcelona, 2005) Master's Degree in Economics and Business (Pompeu Fabra University, 2000) Degree in Business Administration and Management (National University of Colombia, 1998) International research experience spans the Norwegian Business School (BI), San Diego State University, and Vienna University of Economics. Professor Duque's research program centers on consumer behavior dynamics within service contexts, with particular emphasis on wellbeing outcomes and perceived innovativeness. Her work bridges theoretical marketing frameworks with practical applications in tourism, education, and corporate social responsibility. Notable contributions examine how firm size influences cause marketing effectiveness, psychological pricing mechanisms, and stress moderation in negative service encounters. Recent publication trends (2020-2024) reveal three dominant streams: (1) Spanish Innovation Index development (24 reports through 2024), (2) Cause-related marketing across international contexts, and (3) Higher education performance metrics. Her work appears consistently in leading journals including Journal of Retailing, International Marketing Review, and Journal of Service Research, demonstrating methodological rigor across quantitative, qualitative, and mixed-method approaches. As co-director of the Spanish Innovation Index through INDEM, she contributes significantly to national economic policy discussions. Her teaching portfolio spans undergraduate and graduate marketing courses, connecting classroom instruction with real-world enterprise challenges. While specific grant details aren't provided, her sustained publication output and institutional leadership suggest active research funding support. The INDEM research unit serves as her primary collaborative environment, where she develops innovation metrics that influence Spanish business policy. Her international research stays indicate strong global academic networks that inform both her teaching and publication strategies, particularly regarding cross-cultural consumer behavior.

Patricia Parkerمشاهده پروفایل

استاد

• Shakespeare
• Comparative Early Modern Studies
• Feminism
• +۶ مورد دیگر

Patricia Parker serves as the Margery Bailey Professor in the Department of English and Dramatic Literature at Stanford University, holding a permanent faculty position since 1988 after initial appointment as a Visiting Professor in 1986. Her academic journey spans global institutions including the University of Toronto (11 years), University of East Africa, UC Berkeley (as Visiting Professor), and Cornell University's School of Criticism and Theory. Her educational background features: Ph.D. in Comparative Literature, Yale University (1976) M.A. in English, University of Toronto (1968) B.A., University of Manitoba (1967) Professor Parker's research pioneers intersections of Shakespeare studies, early modern literature, feminism, and race theory, with particular focus on global receptions of Shakespeare and decolonial approaches to Renaissance texts. Her scholarship consistently bridges literary criticism, cultural studies, and postcolonial theory, examining marginalized perspectives through frameworks of rhetoric, gender, and property relations across historical contexts. Her publication trajectory reveals evolving critical engagement: early foundational work on poetic modes ( Inescapable Romance , 1979) expanded into theoretical explorations of gender and rhetoric ( Literary Fat Ladies , 1987), culminating in groundbreaking race studies ( Shakespeare from the Margins , 1996) and contemporary critical keyword analysis ( Shakespearean Intersections , 2018). Her edited collections consistently shape discourse around Shakespearean theory and early modern women's writing. Her scholarly distinction includes: Margery Bailey Professorship at Stanford University Gauss Seminar Lecturer at Princeton Shakespeare's Birthday Lecturer at Folger Shakespeare Library Northrop Frye Professor Lecturer at University of Toronto Paul Gottschalk Lecturer at Cornell University Professor Parker actively mentors graduate students through community performance programs and directed the major 2003-4 international conference 'Shakespeare in Asia,' demonstrating sustained grant acquisition for cross-cultural scholarly initiatives. She currently serves as General Editor for the Stanford Global Shakespeare Encyclopedia, a significant digital humanities project. Her ongoing work integrates classroom teaching with global community engagement through performance-based programs examining Shakespeare's transnational legacy.

Zeynep Onat-Stelmaمشاهده پروفایل

مدرس

• Language Teacher Education
• Bilingualism/Multilingualism
• Teaching Languages to Young Learners
• +۳ مورد دیگر

Zeynep Onat-Stelma is a Lecturer at the Manchester Institute of Education, University of Manchester, and Programme Director for the MA TESOL programme. She teaches on the BSc Education programme and has trained as a language teacher in Turkey, with ten years of experience before pursuing her PhD in Language Teacher Education and Development at the University of Leeds. Her work bridges pedagogical theory, technology integration, and multilingual education. PhD: University of Leeds (Language Teacher Education and Development) Research interests include Language Teacher Education , Bilingualism/Multilingualism , Teaching Languages to Young Learners , and Developing Researcher Skills . Her recent projects focus on metacognition training (EEF-funded ReflectED project), ecological perspectives in TESOL, and technology use in adult language education. Key themes across her publications include reflective practice, digital innovation, and systemic transitions in education. She has collaborated internationally (Turkey, UK) and contributed to journals like Reflective Practice and Working Papers in Applied Linguistics & TESOL . Her email address is Zeynep.Onat-stelma@manchester.ac.uk .