جست‌وجوی استاد و پژوهشگر

NURTEN GÜNDÜZمشاهده پروفایل

مدرس

• Educational Leadership
• Metaverse in Education
• Educational Ethics
• +۳ مورد دیگر

Nurten Gündüz serves as a Lecturer at Gaziantep University's School of Foreign Languages, Turkey, with research spanning educational leadership, metaverse applications, and ethical frameworks in higher education institutions. Her academic credentials include: PhD in Educational Management, Inspection, Planning and Economics (Gaziantep University, 2022-2024) Master's in Classroom Education (Zirve University, 2011-2014) Bachelor's in English Language Teaching (Gazi University, 2001-2006) Dr. Gündüz investigates critical intersections between emerging technologies and pedagogical ethics, particularly examining metaverse-driven organizational transformations and avatar-related ethical dilemmas in virtual learning spaces. Her scholarship extends to cultural theory applications, trauma narratives in educational contexts, and change leadership dynamics affecting teacher commitment. This dual focus on technological innovation and foundational educational management defines her contemporary research trajectory. Analysis of her 2023-2024 publications reveals a decisive shift toward metaverse ethics, with three major studies addressing virtual identity, institutional policy gaps, and philosophical implications of immersive education. Earlier work (2015) established her expertise in leadership-organizational commitment relationships within Turkish educational systems. No scientific awards are documented in available records. Current information indicates no formal student advisement roles or grant funding activities. Her scholarly output manifests primarily through journal publications and international conference presentations rather than supervised student research.

• 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.

• Educational Psychology
• Pedagogy
• Primary Education
• +۷ مورد دیگر

Dr. Sophie Oudman is an Assistant Professor at the Department of Education, Utrecht University, within the Faculty of Social and Behavioural Sciences. Her work bridges academic research with practical applications in primary and secondary education, focusing on teacher-student interactions and student self-regulated learning. University: Utrecht University School: Faculty of Social and Behavioural Sciences Department: Education Academic Rank: Assistant Professor Research Interests center on improving teachers' and students' judgment accuracy, metacognition, and adaptive instruction. She employs advanced multilevel models and quantitative methods to address educational challenges in mathematics and classroom dynamics. Recent Publications (2017–2024) span topics like metacognition, peer dynamics, and cue utilization in primary education. Key trends include feedback mechanisms, self-assessment strategies, and the role of teachers in shaping social-emotional outcomes. Teaching includes courses such as Educational Psychology, Design of Learning Environments, and Interaction in the Classroom, primarily in the ALPO program and Educational Sciences bachelor's/master's degrees. She supervises PhD candidate Stephanie Hepner on text comprehension judgments. Projects include collaboration with secondary school teachers to enhance basic mathematics skills via the Werkplaats Onderwijs en Onderzoek Oudenbosch initiative.

Charlotte Axelssonمشاهده پروفایل

پژوهشگر

• Digital Learning
• Educational Technology
• Human-Centered Design
• +۵ مورد دیگر

Charlotte Axelsson is the Center Director of the Digital Learning Center at Zurich University of Teacher Education (PH Zurich), where she leads initiatives to develop technology-supported, human-centered educational concepts. With a Master of Arts in Art Education (ZHdK, 2013) and a Diploma in Communication Design (FH Mainz, 2008), she bridges pedagogy and design to create agile, creativity-driven digital learning frameworks. Her doctoral studies in Educational Technology at the University of Zurich (since 2023) focus on aesthetic and design principles in learning technology. Education: PhD (in progress) in Educational Technology, University of Zurich Master of Arts in Art Education, Zurich University of the Arts (2013) Diploma in Communication Design, Hochschule Mainz (2008) Erasmus Stipendium in Marketing, Hogeschool Inholland (2005–2006) Her research explores digital learning as a dynamic process that stimulates creativity and curiosity. Key areas include human-AI collaboration , ethics in digital education , and interdisciplinary synergies between pedagogy and design. Her 15 most recent publications examine topics like regenerative AI applications, sensory digital environments, and ethical implications of AI in assessment, with a focus on aesthetic and experiential methodologies. Awards include the 2024 German Design Award (Gold), 2023 Digital Shapers eTeacher Award (Digitalswitzerland), and 2022 Digital Shapers Connectors Award. She has received multiple grants from the Swiss National Science Foundation for projects such as LernLabor Hochschuldidaktik (2021–2025) and Labor|Digital (2024). Her work emphasizes agile educational strategies and future-oriented digital competence development .

Alice Pawleyمشاهده پروفایل

دانشیار

• Engineering Education
• Diversity and Inclusion in STEM
• Social Justice in Engineering
• +۵ مورد دیگر

Alice Pawley serves as Associate Professor of Engineering Education at Purdue University's College of Engineering, with her office located in 1325 Armstrong Hall on the West Lafayette campus. Her work spans engineering education, diversity and inclusion, and social justice within engineering contexts, with particular focus on gender and race dynamics in the field. Dr. Pawley's research interests center on critical examinations of engineering education through feminist and critical race lenses. She investigates how engineering education structures marginalize students from underrepresented backgrounds, with specific attention to microaggressions, team dynamics, and institutional barriers. Her work explores engineering identity formation, sustainability in engineering education, and qualitative research methodologies that center minoritized voices. She advocates for transformative approaches that shift engineering education toward greater equity and inclusion. Her recent publications demonstrate consistent focus on identifying and addressing systemic inequities in engineering education. Research trends show increasing emphasis on antiracist frameworks, neurodiversity inclusion, and practical interventions for creating more supportive learning environments. Her work often employs qualitative methods to uncover nuanced experiences of minoritized students and faculty. Dr. Pawley leads the FREE (Feminist Research in Engineering Education) research group, mentoring graduate students including Canek Phillips, Kyle Jones, Corey Schimpf, Michele Yatchmeneff, Kacey Beddoes, Lindsey Nelson, and Marisol Mercado-Santiago. She co-founded the PEER Collaborative national workshop to support engineering education researchers through near-peer mentoring. Her commitment to student development is evident in her recommendation letter policy, which requires meaningful student-faculty interaction before writing letters of support. Her research team actively engages in projects examining mental health in engineering culture, distributed team models, and community-building for neurodivergent researchers. Dr. Pawley's work bridges theoretical frameworks with practical classroom applications, focusing on creating tangible changes in engineering education environments.

Amy J. Koمشاهده پروفایل

استاد

• Computing Education
• Human-Computer Interaction (HCI)
• Equity & Justice in Computing
• +۶ مورد دیگر

Amy J. Ko is a Professor and Associate Dean for Academics at the Paul G. Allen School of Computer Science & Engineering and The Information School at the University of Washington, Seattle . She serves as Editor-in-Chief of ACM TOCE , co-directs Reciprocal Reviews and CS for All Washington , and leads the CENSOR Research Lab . Her work prioritizes equitable, liberatory computing education , bridging human-computer interaction and social justice . Research Focus: Equity in CS education, AI literacy, inclusive design, developer productivity, and ethical technology use Awards: Best Paper Award (2024, 2022) Diversity + Inclusion Award (2024) Most Influential Paper Honorable Mention (2014) Honorable Mention (2024, 2023) Publications: Over 184 works spanning program comprehension, assessment design, ethical pedagogy, and democratizing computing education Books: Foundations of Information , Critically Conscious Computing , and Teaching Accessible Computing Her Google Scholar profile reflects citations under her deadname, which she advocates to correct. She emphasizes student agency and community collaboration , particularly with marginalized groups in computing spaces.

• 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.

Frank D. Golomمشاهده پروفایل

استاد

• Industrial/Organizational Psychology
• Workplace Diversity
• Social Identity
• +۷ مورد دیگر

Frank D. Golom is a Full-time Faculty member in the Department of Psychology, with a focus on industrial-organizational, social, and counseling psychology. His research explores the intersection of sociodemographic differences and workplace dynamics, particularly related to sexual orientation, gender, age, and race. B.A. in Psychology, Summa Cum Laude – Loyola College in Maryland M.A. in Organizational Psychology – Columbia University, Teachers College Ph.D. in Social-Organizational Psychology – Columbia University, Teachers College His work emphasizes organizational change processes, resistance to transformation, and designing classroom and organizational environments for optimal learning and inclusivity. He has contributed to empirical analyses of diversity climates, stereotypes in management, and generational impacts on hiring practices. Recent publications highlight trends in diversity, equity, and inclusion (DEI) consulting frameworks, replication studies in social cognition, and competency assessments for health service providers working with sexual and gender minority patients. His research also addresses systemic issues in workplace diversity and the evolution of LGBTQ+ identity scales. As an educator, Golom teaches courses spanning industrial/organizational psychology, research methods, contemporary psychological issues, and workplace diversity. He applies rigorous methodological principles to real-world organizational challenges, particularly in executive education settings.

Eeva Kaisa Hyry-Beihammerمشاهده پروفایل

استاد

• Empirical Teaching Research
• Teacher Professionalism
• Qualitative Research
• +۵ مورد دیگر

Eeva Kaisa Hyry-Beihammer is a Professor at the University of Teacher Education Upper Austria’s Institute for Secondary Education , focusing on empirical teaching research, teacher professionalism, and qualitative methodologies. Her work addresses diversity in classrooms, teacher emotions, mixed-age classes, and place-based education. Education : PhD in Education (University of Oulu, 2007), Licentiate in Education (2002), MA in Education (1989), Piano Pedagogy (Conservatory of Oulu, 1992). Research priorities include narrative and biographical approaches to understanding teacher development, emotional responses to classroom diversity, and cross-cultural comparisons of inclusive education (e.g., the GIRIC project). She leads longitudinal studies like BAT (2017–2022) and contributes to debates on rural school closures and staffing. Recent publications analyze teacher identity negotiation, cross-cultural inclusive pedagogy, and ethical dilemmas in teaching. Collaborations span institutions in Finland, Austria, Japan, and the Philippines. Projects : ELLIS (evaluation of new teacher education programs), BAT (teacher training reform), GIRIC (giftedness in inclusive classrooms).

Reinhard Bauerمشاهده پروفایل

استاد

• Didactic Design Patterns
• E-Portfolios
• E-Learning
• +۵ مورد دیگر

Reinhard Bauer is a Professor at the Vienna University of Education (PH Wien), affiliated with the Competence Center STEM and Digitality (K:MID) and the Institute for Interdisciplinary Educational Priorities (IBS) . His work focuses on Didactic Design Patterns , E-Portfolios , Foreign Language Didactics , and Social Video Learning , with a strong emphasis on digital innovation in education. Education: MA in eEducation (Danube University Krems), PhD in Didactic Design (Alpen-Adria University Klagenfurt) Key Roles: Research Coordinator at IBS, International Collaboration in Eye-Tracking Projects (Masaryk University), PREPARE Erasmus+ Project Contributor His publications and projects frequently explore pattern languages for educational design, digital literacy , and reflexive teaching practices . Recent work highlights Eye-Tracking in didactic research and ecological media use in schools. Awards include the MedidaPrix Award (2009) for e-learning innovation. He collaborates with institutions across Europe, including the University of New Mexico (USA) and Keio University (Japan), and contributes to conferences like PURPLSOC and GMW . His 15 most recent articles (2009-2021) span topics from digital sustainability to video-based reflection in teacher training.

Stuart Deernessمشاهده پروفایل

مدرس ارشد

• Educational Sociology
• Social Justice in Education
• Teacher Education
• +۵ مورد دیگر

Stuart Deerness is a Senior Lecturer in the School of Education within the Faculty of Culture and Society at Auckland University of Technology (AUT). He leads the Graduate Diploma in Secondary Teaching programme and teaches across the Bachelor of Arts and Master of Education programmes. His academic career follows extensive experience as a secondary school teacher, providing him with practical insights into educational systems and challenges. Dr. Deerness holds a PhD in Education (2014) and a Master of Education, both from The University of Auckland. His educational background informs his research on the complex relationships between power structures, social inequality, and educational practices. His research focuses on how social and political systems affect teachers' professional lives and how educators navigate government policies, political trends, and their own values. Deerness examines the broader societal impacts on education and how educational institutions shape society in return. He investigates what constitutes a "good school" and who determines these standards, with particular attention to making educational systems fairer for all students. His work frequently employs qualitative and ethnographic methodologies to uncover the subtle ways teachers maintain educational values within constrained policy environments. Analysis of Deerness's recent publications reveals a consistent critical perspective on educational policy, particularly examining tensions between neoliberal reforms and social justice imperatives. His scholarship demonstrates growing emphasis on innovative learning environments, teacher identity formation, and the political dimensions of curriculum implementation. A notable trajectory shows his work evolving from examining teacher practices to analyzing systemic issues in educational assessment, culminating in his 2025 analysis of how influential schools contributed to NCEA's replacement. As an educator, Deerness supervises graduate research and contributes to teacher education through courses on curriculum theory, educational philosophy, and contemporary issues in education. His teaching emphasizes the development of critical perspectives among future educators, preparing them to navigate complex educational landscapes while maintaining commitment to equity principles. Dr. Deerness maintains an active presence in public discourse on education, regularly contributing to media discussions about educational policy, school choice, and assessment systems in New Zealand. His recent work has critically examined the relationship between prestigious schools adopting alternative assessment systems like Cambridge International and the eventual government decision to replace NCEA, demonstrating his ability to connect academic research with practical educational concerns.

Tina Høeghمشاهده پروفایل

دانشیار

• Pedagogy
• Dialogic Teaching
• Intercultural Pedagogy
• +۵ مورد دیگر

Tina Høegh is an Associate Professor at the Department of Design, Media and Educational Science, Faculty of Humanities, University of Southern Denmark. Her research focuses on dialogic teaching, intercultural pedagogy, multimodal communication, and the digitalization of classrooms. She leads the InDi project funded by the Independent Research Fund Denmark and co-leads the DiaMu focus area at SDU. PhD and MA in Nordic Studies and Linguistics (University of Copenhagen) Active in Nordic collaborations like QUINT and EU-funded MiCREATE Specializes in second-order didactics and autoethnographic methods Her work bridges micro-level classroom dynamics with macro-level educational policy, emphasizing democratic participation through aesthetic expression. She has supervised Master’s and PhD students and participated in ministerial projects on interdisciplinary teaching. Recent Trends : Recent publications highlight sustainable digital pedagogy, literacy-as-events in techno-scholastic environments, and collaborative production processes. Themes include multimodal interaction, intercultural competence, and AI as a dialogic partner. Scientific Collaborations : Co-founder of the FiDU network on dialogic teaching Chair of the ARLE Special Interest Group on dialogic practices Active in Nordic writing seminars and cross-country educational research

Mátyás Anikóمشاهده پروفایل

مدرس

• Language teaching
• Language testing
• Language skills development
• +۱۱ مورد دیگر

Mátyás Anikó serves as an Assistant Lecturer at the Department of English Linguistics and Literature, Faculty of Humanities and Social Sciences, University of Miskolc. Office: A/6, room 3 Email: aniko.matyas@uni-miskolc.hu Phone: 06-46/565-111/22-46 Office hours: Tuesdays by appointment only Dr. Mátyás holds a Teacher of English MA and Translator in Social Sciences and Economics degrees from the University of Miskolc, and is pursuing a PhD in Language Pedagogy at Eötvös Loránd University. Her research spans multiple dimensions of language education with particular emphasis on contemporary teaching methodologies and learner engagement. Her work investigates the intersection of traditional language instruction with modern educational approaches, focusing on how teacher personality influences classroom dynamics, innovative writing instruction techniques for the digital age, and the complex relationship between teacher and student motivation. She examines language testing frameworks alongside differentiation strategies that accommodate diverse learning needs in multilingual environments. Dr. Mátyás' scholarship extends to neurolinguistics, exploring how language processing in the brain informs pedagogical approaches, while her interest in gamification represents engagement with cutting-edge instructional technologies. Her comprehensive research portfolio demonstrates both theoretical depth and practical application in language education.

• Teacher Education
• Multicultural Education
• School-Home Relationships
• +۳ مورد دیگر

Åsa Dahl Berge serves as a Lecturer in Pedagogy at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). Her work centers on innovative pedagogical approaches within teacher training programs, with a focus on bridging theoretical knowledge and practical classroom applications. Her research specializes in multicultural education , particularly examining school experiences of immigrant students and strategies for inclusive classroom environments. Key projects include the development of Fuggelmyra skole —a fictional educational platform designed to facilitate teacher students' reflective practice through simulated scenarios. Her work consistently addresses School-home relationship dynamics Cultural integration challenges in Norwegian schools Reflective methodologies for pre-service teachers Berge's publication trends reveal a sustained focus on intersectional educational challenges, with recent outputs emphasizing digital solutions for teacher training. Her 2023-2024 work demonstrates a shift toward interactive platforms that simulate real-world teaching dilemmas, while maintaining her foundational research on multicultural student inclusion. Contact: asa.d.berge@ntnu.no | Office: Schnitlergården Room 202B, Kalvskinnet Campus

Vicki Knightمشاهده پروفایل

استادیار

• Applied Behaviour Analysis
• Autism Spectrum Disorder
• Developmental Disabilities
• +۵ مورد دیگر

Vicki Knight is an Assistant Professor in Special Education at the University of British Columbia , with over 20 years of experience in autism spectrum disorder (ASD) education. She serves as Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) and works closely with students across undergraduate, graduate, and doctoral levels. Research Focus: Promoting STEM learning for students with ASD and developmental disabilities Key Methods: Single-case research, applied behavior analysis, technology-based interventions With over 40 peer-reviewed publications, Dr. Knight’s work evaluates inclusion strategies in STEM and disseminates evidence-based practices. She contributes to editorial boards of journals including the Journal of Special Education and Focus on Autism and Other Developmental Disabilities . Selected Scientific Contributions: 2019 Research Award, Council for Exceptional Children Division of Autism and Developmental Disabilities Board Certified Behavior Analyst (BCBA) credential Her publications highlight video prompting, coding education, and general curriculum access. She trains educators internationally and explores collateral benefits of inclusive education environments.